Marjorie Siegel

TL;DR: The semiotic basis for the claim that transmediation increases students' opportunities to engage in generative and reflective thinking is explored and generative potential is illustrated.

TL;DR: The authors argue that the access and meaning that multimodal transformations have offered to so many children are now in danger of being erased through a narrow and regressive vision of literacy learning in school.

TL;DR: This article reviewed the arguments for multimodal transformations of school literacy curricula and explored the potential of reflective talk about multimodality meaning-making as an assessment practice, which may enable educators and students alike to talk back to an accountability culture that limits what counts as literacy.

TL;DR: In this article, the authors put the political moment back in the methodological debate by considering the potential of ethnography to foster emancipatory change, which is the express purpose of the left.

Abstract: In this study we explore the potential for mathematics instruction of four reading strategies grounded in transactional reading theory. On the basis of the descriptive study of 18 instructional episodes developed in 4 secondary mathematics classes as a result of collaborative action research, we show that encouraging mathematics students to talk, write, draw, and enact texts can provide them with concrete ways to construct and negotiate interpretations of what they read. In addition to helping students better understand the text read, acting on and acting out a text allow students to use that text as a springboard for sense-making and discussion of important mathematical ideas and issues about the nature of mathematics, especially when these reading experiences are supported by compatible classroom norms and values.