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Modes and meaning in the classroom – The role of different semiotic resources to convey meaning in science classrooms
16 references·6 citing·33 second hop
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References

  • 1989Introduction to functional grammar . By M. A. K. Halliday London & Baltimore: Edward Arnold, 1985. Pp. xxxv, 387.9,880 cited
  • 1996Reading images: the grammar of visual design8,741 cited
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  • 2010The Routledge Handbook of Multimodal Analysis1,656 cited
  • 1994Writing science: Literacy and discursive power1,591 cited
  • 2008Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy1,567 cited
  • 2008Genre Relations: Mapping Culture1,530 cited
  • 2003How literacy in its fundamental sense is central to scientific literacy1,404 cited
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  • 2014Multimodal Teaching and Learning : The Rhetorics of the Science Classroom

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Cited by

  • 2018“We’re talking about mobility:” Discourse strategies for promoting disciplinary knowledge and language in educational contexts44 cited
  • 2021Multimodal Texts in Disciplinary Education34 cited
  • 2021Analysing Multimodal Texts in Science—a Social Semiotic Perspective30 cited
  • 2021The interconnections among metadiscourse, metalanguage, and metacognition: Manifestation and application in classroom discourse22 cited
  • 2023The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks19 cited
  • 2021Translanguaging, Trans-semiotizing, and Trans-registering in a Culturally and Linguistically Diverse Science Classroom9 cited