International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2014, Vol. 10(2) 56-72

Multimodalities, Neuroenhancement, and Literacy Learning

Joseph Sanacore, & Joseph Piro

pp. 56 - 72

Publish Date: June 15, 2014  |   Single/Total View: 65/450   |   Single/Total Download: 74/777

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Abstract

In the United States, children are in front of the 'screen' about six hours a day, and because schools are a microcosm of society, educators need to incorporate more screen-oriented activities into the literacy program. Transmediation, based in social semiotics, promotes collaborative conversations, which nurture positive translations from one sign system to another, for example, from print to the Internet or from print to dance. In support of this pedagogy, related theory and research are presented as well as strategies and activities for engaging students in multimodal learning while demonstrating potential neuroenhancing effects.

Keywords: social semiotics, transmediation, sign systems, multimodality, pantextual meaning, neuroenhancement

How to Cite this Article?

APA 7th edition
Sanacore, J., & Piro, J. (2014). Multimodalities, Neuroenhancement, and Literacy Learning. International Journal of Progressive Education, 10(2), 56-72.

Harvard
Sanacore, J. and Piro, J. (2014). Multimodalities, Neuroenhancement, and Literacy Learning. International Journal of Progressive Education, 10(2), pp. 56-72.

Chicago 16th edition
Sanacore, Joseph and Joseph Piro (2014). "Multimodalities, Neuroenhancement, and Literacy Learning". International Journal of Progressive Education 10 (2):56-72.

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