• Home
  • About
  • News
  • EN / EL
New Learning Online
  • Transpositional Grammar
    • Meaning
    • Reference
    • Agency
    • Structure
    • Context
    • Interest
  • New Learning
    • New Learning Updates
    • Chapter 1: New Learning
    • Chapter 2: Life in Schools
    • Chapter 3: Learning For Work
    • Chapter 4: Learning Civics
    • Chapter 5: Learning Personalities
    • Chapter 6: The Nature of Learning
    • Chapter 7: Knowledge and Learning
    • Chapter 8: Pedagogy and Curriculum
    • Chapter 9: Learning Communities at Work
    • Chapter 10: Measuring Learning
    • Keywords
  • Literacies
    • Chapter 1: Literacies on a Human Scale
    • Chapter 2: Literacies' Purposes
    • Chapter 3: Literacies Pedagogy
    • Chapter 4: Didactic Literacy Pedagogy
    • Chapter 5: Authentic Literacy Pedagogy
    • Chapter 6: Functional Literacy Pedagogy
    • Chapter 7: Critical Literacy Pedagogy
    • Chapter 8: Literacies as Multimodal Designs for Meaning
    • Chapter 9: Making Meaning by Reading
    • Chapter 10: Making Meaning by Writing
    • Chapter 11: Making Visual Meanings
    • Chapter 12: Making Spatial, Tactile, and Gestural Meanings
    • Chapter 13: Making Audio and Oral Meanings
    • Chapter 14: Literacies to Think and to Learn
    • Chapter 15: Literacies and Learner Differences
    • Chapter 16: Literacies Standards and Assessment
    • Keywords
  • Multiliteracies
    • Theory
    • Overview Videos
    • Melbourne Videos
    • References
  • Learning by Design
    • Quick Start
    • The New School
    • L-by-D Principles
    • Pedagogy
    • Learner Diversity
    • Multimodality
    • Getting Started
    • The Placemat
    • The Learning Module
    • The Knowledge Processes
    • Assessment
    • L-by-D Theory
    • Research
    • Glossary
    • About Learning by Design
    • R & D Project
    • Contact
  • e-Learning Ecologies
    • Affordance 1: Ubiquitous Learning
    • Affordance 2: Active Knowledge Making
    • Affordance 3: Multimodal Meaning
    • Affordance 4: Recursive Feedback
    • Affordance 5: Collaborative Intelligence
    • Affordance 6: Metacognition
    • Affordance 7: Differentiated Learning
    • Five Theses on the Future of Learning
    • References
  • CGScholar
    • New Media Affordances
    • School Videos
    • Projects
    • References
  • Australia
  • Transpositional Grammar
  • New Learning
  • Literacies
  • Multiliteracies
  • Learning by Design
  • e-Learning Ecologies
  • CGScholar
  • Australia
  • About
  • News
  • EN / EL
Contents
  • Chapter 1: Literacies on a Human Scale
    • Introduction to the Concept of Literacies
    • First Languages
    • Starting to Write
    • Digital Literacies
    • Deutscher on The Unfolding of Language
    • Edward Sapir on Differences in Language and Culture
    • Abley on Threatened Languages
    • Everett on the Pirahã Language of Brazil
    • Whorf on the Hopi Language
    • Levi-Strauss on the ‘Savage Mind’
    • Cope on Indigenous Australian Language Change
      • Cope on Indigenous Australian Language Change (ctd.)
    • Diamond on the Origins of Writing
    • Childe on Writing in Ancient Sumeria and Egypt
    • Crystal on Language Death
    • Ong on the Differences between Orality and Literacy
    • Socrates on the Forgetfulness that Comes with Writing
    • Levi-Strauss on the Functions of Writing
    • Goody on the Differences between Orality and Literacy
    • Gellner on the Logic of Nationalism
    • Febvre and Martin on the Coming of the Book
    • Rose on the Idea of the Author
    • The Origins of Modern Textual Architectures
    • Kress on Writing and Image Cultures
    • Jenkins on Collective Intelligence and Convergence Culture
    • Crystal on the Multiplicity of the English Language
    • Lankshear and Knobel Remix Lessig
    • Benkler on Social Production
    • Raymond on Open Source
    • Eight Aboriginal Ways of Learning
    • Further Reading
  • Chapter 2: Literacies' Purposes
    • Why Literacy
    • Literacies for Work
    • Literacies for Citizenship
    • Literacies for Everyday Life
    • Wagner on New Workplace Capacities
    • Barton on Literacy and Economic Development
    • Ford on his Car Factory
    • Taylor on Scientific Management
    • Heath on Work and Community Literacies
    • Peters and Waterman on Business Excellence
    • Sennett on the New Flexibility at Work
    • Gowen on Workers’ Literacies
    • Anderson on the Nation as Imagined Community
    • Cope and Kalantzis on the Assimilationist Culture of the Modern Nation
    • Harvey on Neoliberalism
    • Street on Literacy and Nationalism
    • Kalantzis and Cope on New Media Literacies
    • Wark on Gamer Theory
    • Knobel and Lankshear on the New Literacies
    • Gee on What Video Games Have to Teach Us About Learning and Literacy
    • Shirky on Creativity in the New Media
    • Jenkins on Participatory Media Culture and Youth
    • Haythornthwaite on Participatory Transformations
    • Galloway on Protocol
    • Further Reading
  • Chapter 3: Literacies Pedagogy
    • Pedagogy as Learning Design
    • Activity Types in Literacies Pedagogy
    • Experiential and Conceptual Learning
    • Analytical and Applied Learning
    • Major Approaches to Literacy Teaching and Learning
    • van Haren Passion Project
    • Cloonan, Analysing a Children’s Television Phenomenon: Using Hi5 as a Teaching Resource
    • Gill, Radvanyi, Nott, Keogh and van Haren: The Hunger Games Film Study
    • Gill, Nott, Watson, van Haren, Ahern, Radvanyi and Sandeman, The Black Death
    • Morgan on the Knowledge Processes in Practice
    • The ‘Placemat’ Curriculum Planning Tool
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 4: Didactic Literacy Pedagogy
    • Didactic Literacy Pedagogy: An Overview
    • The Content Focus of Didactic Literacy Teaching
    • The Organization of the Didactic Literacy Curriculum
    • A Tale of Two Classrooms
    • Meyer Describes a Phonics Lesson
    • Engelmann on ‘Making up for What Amy Doesn’t Know’
    • Parsing a Sentence
    • Writing Correct Sentences
    • Common Errors
    • Grade 9 Verbs
    • Perfect Participles and Noun Objects
    • People Vocabulary
    • A Comprehension Exercise
    • A Third Grade Reader
    • A School Reader
    • Matthew Arnold on Learning High Culture
    • Bloom on the Western Canon
    • Reading in an Electronic Age
    • Hirsch on Cultural Literacy
    • Figures of Speech
    • ‘Enjoying English’: Grade 5 Year Overview and Term 1 Test
    • Kalantzis and Cope on Petrus Ramus
    • Ong on Petrus Ramus
    • Keeping Score
    • Beginning Handwriting
    • Handwriting
    • Writing a Composition about the Future
    • Senior Spelling
    • My Spelling
    • Spelling Rules
    • Dictation
    • Punctuating a Letter
    • Matching Sentences
    • Graff on Literacy Learning in the Nineteenth Century
    • Reading and Writing in Time and Space
    • Goeke on Explicit Instruction
    • Carnine et al. on Direct Instruction
    • Rosowsky on Koranic Literacy
    • Cope and Kalantzis on the Struggle for the Western Canon
    • Donnelly on Back to Basics
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 5: Authentic Literacy Pedagogy
    • Authentic Literacy Pedagogy: An Overview
    • The Content Focus of Authentic Literacy Pedagogy
    • The Organization of the Authentic Literacy Curriculum
    • Critical Views of Authentic Literacy Pedagogy
    • Montessori on Handwriting
    • Graves on Handwriting
    • Parry and Hornsby on Conference Writing
    • Dwyer on Process-Conference Writing
    • Walshe on Individualised Reading and Writing
    • Dewey on Progressive Education
    • Montessori on Free, Natural Education
    • Montessori on Grammar
    • Debra Goodman’s Class
    • Goodman on Whole Language
    • Graves on the Craft of Writing
    • Goodman on the Construction of Meaning in Reading
    • Graves on Testing Reading and Writing
    • Hayes and Bahruth on Reading to Write
    • Walshe on The Role of the Teacher
    • Boomer and Davis on Co-operative Writing
    • Blackburn and Powell on Individualised Instruction
    • Delpit on Power and Pedagogy
    • Kalantzis and Cope, Debating Authentic Pedagogy
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 6: Functional Literacy Pedagogy
    • Functional Literacy Pedagogy: An Overview
    • The Content Focus of Functional Literacy Pedagogy
    • Critical Views of Functional Literacy
    • Lock on Functional Grammar
    • Macken et. al on Reports
    • Grammar: Making Meaning in Writing
    • Learning to Mean
    • Macken et al. on Genre Theory
    • van Haren et al., Using Field, Mode and Tenor to Understand Hamlet
    • Snyder, The stories that divide us: Media (mis)representations of literacy education.
    • Martin and Rothery on the Grammar of Reports
    • Schleppegrell, The role of metalanguage in supporting academic language development
    • Callaghan, Knapp and Noble on The Genre Curriculum Cycle or ‘Wheel’
    • Macken et al. on Story Genres
    • Christie on Learning to Mean in Writing
    • Rossbridge and Rushton, The critical conversation about text: Joint construction
    • Teaching learning cycle – Ross on Youtube
    • Humphrey, Creating effective persuasive texts within and beyond schooling
    • Kalantzis and Cope, Debating Functional Literacy
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 7: Critical Literacy Pedagogy
    • Critical Literacies Pedagogy: An Overview
    • The Content Focus of Critical Literacies Learning
    • Mapping Pedagogical Approaches to Literacies
    • Comber, Thomson and Wells on Critical Literacy
    • Apple and Beane on Democratic Schools
    • Ayers on Teaching for Democracy
    • Freire and Macedo on Emancipatory Literacy
    • Hooks on the Language of Power
    • Duncan-Andrade and Morrell on Teaching Hip Hop
    • Aronowitz and Giroux on Postmodern Education
    • Ware on Teaching about the ‘Other’
    • Dunn et al. on Values of Social Justice and Inclusion
    • Buckingham on Media and Identities
    • Gee on Video Games and Learning
    • Cloonan on Analysing a Children’s Television Phenomenon
    • McLaren on Student Voice
    • Shor on Critical Literacy
    • Hass Dyson on Critical Literacy and Gender
    • Lankshear and Knobel on Pedagogy for i-Mode
    • Labov on African-American English Vernacular
    • Schultz on Democratic Curriculum in a Chicago School
    • Stein on Linguistic Reappropriation
    • Jenkins on Participatory Culture
    • Gee on the New Digital Media
    • van Haren et al. on Hiroshima – An Empathetic Look
    • Freire on Education Which Liberates
    • Giroux on Postmodern Education
    • Kalantzis and Cope, Debating Critical Literacy
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 8: Literacies as Multimodal Designs for Meaning
    • Representation, Communication and Design
    • Design and Multimodality
    • A Grammar of Multimodal Meaning
    • Synesthesia or Mode Switching
    • Saussure on Signs
    • Kress on Representation and Communication
    • Roland Barthes on the Death of the Author
    • Fairclough on Discourse
    • Kress on Design
    • Bakhtin on Genre
    • Randy Young, Lyfe-N-Rhyme
    • Kress and van Leeuwen on Multimodality
    • Analysing Electricity
    • Froebel’s Kindergarten
    • van Haren and Cloonan, Rosie’s Walk
    • Multimodal Web Writing
    • Ordinary People, Extraordinary Lives
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 9: Making Meaning by Reading
    • Learning to Read: Phonics
    • Learning to Read: Reading for Meaning
    • van Haren and Gorman, Wombat Stew
    • Doykas, Gray, Marsden, Queripel, Kiddy and van Haren, Diving into Books
    • Radvanyi, Gill, Nott and van Haren, Trash: A Novel Study
    • van Haren and Nott, Animal Farm
    • Chall, Debating Phonics
    • Schoenfeld and Pearson on the Reading Wars
    • Goodman on Reading
    • Dougherty Stahl on Constrained and Unconstrained Reading Abilities
    • Anderson on a Balanced Approach to Reading
    • Meyer on Spelling Rules that Work Only Sometimes
    • Wendy Cowey on Literate Orientation
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
  • Chapter 10: Making Meaning by Writing
    • The Nature of Writing
    • Traditional Grammar and Its Impossibilities
    • Chomsky’s Grammar
    • Halliday’s Grammar
    • A Grammar of Multiliteracies
    • The Writing Process
    • van Haren, Riley, Hodge and Gorman, The Wonder of Water
    • van Haren, Anne Dunn and Robyn Kiddy, The Island: An Allegorical Tale
    • Gill, Nott and van Haren, Ordinary People, Extraordinary Destinies
    • van Haren, Gill, Radvanyi and Nott, Hamlet - Madness and Revenge
    • Adoniou on What Teachers Should Know About Spelling
    • Straus Demonstrates Traditional Grammar
    • Myhill and Watson on The Role of Grammar in the Writing Curriculum
    • Chomsky on Language and Nature
    • Halliday on Meaning
    • Gerot and Wignell Demonstrate Functional Grammar
    • Web Writing in Practice
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 11: Making Visual Meanings
    • The Contemporary Significance of Visual Meanings
    • Designs of Visual Meanings
    • Perceptual Images and Mental Images
    • A Grammar of the Visual
    • Deconstructing Images
    • Image Making as Design
    • Parsing Images
    • Multimodal Pedagogy in Practice
    • Kress and van Leeuwen on Images and Writing
    • Arnheim on the Neglect of Images
    • Mitchell on the ‘Pictorial Turn’
    • Kalantzis and Cope, Analysing the Designs of Images
    • Pip’s Website Work
    • van Haren and Gorman, ‘Rex’ by Ursula Dubosarsky
    • van Haren and Gorman, Can a Wolf and a Rabbit Live Happily Ever After?
    • van Haren and Gill, Wabi Sabi: Intercultural Meaning Making
    • McGinn on Seeing with the Body’s Eye and the Mind’s Eye
    • Sartre on the Imaginary
    • John Locke on Empirical Knowledge
    • Gombrich on the Psychology of Imaging
    • Merleau-Ponty on Perception and Imagination
    • Early Multimodal Literacies
    • Callow on Multimodal Texts in Everyday Classrooms
    • Making a Political Brochure
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 12: Making Spatial, Tactile, and Gestural Meanings
    • Spatial, Tactile, and Gestural Meanings
    • A Grammar of Spatial Meaning
    • Tactile Meanings
    • A Grammar of Tactile Meaning
    • Gestural Meanings
    • A Grammar of Gestural Meanings
    • van Haren, Gorman, Livingstone, Hasler and Owens, Lin Yi’s Lantern
    • van Haren, Keteurah Gill and Kim Smith, Chinese Shadow Puppetry in Woodwork
    • Bachelard on the Poetics of ‘House’
    • Whyte on the Social Life of Small Urban Spaces
    • Weishar on Going Shopping
    • Scollon on Mediated Discourse
    • Lillian Katz on Play and Disposition
    • Miller on the Sari
    • Goffman on the Presentation of Self
    • McNeill on Gesture
    • Moodie on Body Talk
    • Kress on Multimodality in the Science Classroom
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 13: Making Audio and Oral Meanings
    • Making Audio Meanings
    • Making Meanings Using Oral Language
    • Synesthesia and Mode Shifting Between Oral and Written Meanings
    • Classroom Discussion in Speech and Writing
    • Good Vibrations, Gorman, Zanotto, Aspden and van Haren
    • Singing Together, Giving Together, van Haren, Libbis, Gorman and Loudon
    • Soundscapes, Miller and van Haren
    • Ball on Meanings in Music
    • Chanan on the Invention of Recording
    • Halliday on Speaking
    • Texting is Not Writing
    • Speaking Like Writing
    • Written Classroom Discussion in New Media
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 14: Literacies to Think and to Learn
    • Literacies to Think and to Learn
    • On Human Meaning Systems
    • Academic Literacies as Ways of Thinking
    • Kanzi Learns Language
    • Piaget on the Language and Thought of the Child
    • Deacon on the Symbolic Species
    • Vygotsky on Thought and Language
    • Growing to Give, Allpress, Parkin, Kiddy, De Rooy and van Haren
    • What’s with the Weather? Antram, van Haren and Dudgeon
    • Probability, van Haren and Cuthbertson
    • World War 1, Gill, Hicks, Nott and van Haren
    • Cazden on Classroom Discourse
    • Gee on Academic Language and New Literacies
    • Freebody on Literacy across the School Curriculum
    • Halliday and Martin on the Language of Science
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 15: Literacies and Learner Differences
    • Literacies and Learner Differences
    • The Effects of Learner Differences
    • Literacies Learning and Development
    • Recognizing Learner Differences in Literacies Pedagogy
    • Complexities of Learner Differences
    • Differentiated Literacies Instruction
    • Second Language Learners
    • Purcell-Gates on the Differences Between Oral and Literate Culture
    • Bernstein on Elaborated and Restricted Codes
    • Bereiter on Kinds of Diversity
    • Gee on Social Languages
    • Delpit on Language Diversity and Learning
    • Response to Intervention
    • Marie Clay on Reading Recovery
    • Chall on Stages of Reading Development
    • Cummins on Bilingual Education
    • Cummins et al. on the Multilingual Classroom
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Chapter 16: Literacies Standards and Assessment
    • Approaches to Literacy Standards and Assessment
    • Standardized and Norm-referenced Assessment
    • Criterion Referenced Assessment
    • Progress Assessmen
    • Select and Supply Response Assessments
    • Rubric-Based Peer and Formative Assessment
    • Big Data and the Future of Assessment
    • Fuhrman on the Origins of the Standards Movement
    • Kohn on Standardised Testing
    • Wagner on What We Need to Assess Today
    • The NAEP Rubric
    • Visualizing Writing
    • Kalantzis and Cope on New Media and New Assessments
    • From Theory to Practice
    • Learning Modules
    • #edtech Literacies Applications
    • Further Reading
  • Keywords

van Haren and Cloonan, Rosie’s Walk

van Haren and Cloonan, Rosie’s Walk

Visit the Learning Module from this link

Previous || Chapter 8: Directory || Next

© 2019 All Rights Reserved. Terms and ConditionsPrivacy Policy

CG Scholar