Congratulations!
I will have to be an apology as I have meetngs scheduled up to 6pm on that day.
😩
Katina
(Dr) Katina Zammit
President: Australian Literacy Educators’ Association (ALEA)
Deputy Dean
School of Education | Western Sydney University
Ph: +61 2 9772 6291
Twitter: @DrKPZ59
I acknowledge the Traditional Owners of country throughout Australia and
recognise their continuing connection to the land, waters and culture. I pay my
respects to their Elders past, present and emerging.
From: sys-func-bounce@xxxxxxxxxxxxx <sys-func-bounce@xxxxxxxxxxxxx> on behalf
of Thu Ngo Thi Bich <ngothibich.thu@xxxxxxxxx>
Date: Saturday, 26 February 2022 at 7:42 pm
To: asflanet@xxxxxxxxxxxxx <asflanet@xxxxxxxxxxxxx>, sys-func@xxxxxxxxxxxxx
<sys-func@xxxxxxxxxxxxx>
Subject: [sys-func] Duo Book launch: Modelling Paralanguage using Systemic
Functional Semiotics and Multimodal Literacy in School Science
Dear colleagues,
You are warmly invited to the duo book launch to be held face-to-face at
Australian Catholic University, North Sydney campus, NSW, Australia.
Duo book launch: "Modelling Paralanguage using Systemic Functional Semiotics"
and "Multimodal Literacy in School Science"
Time: 5:30- 8:00 p.m
Date: 16th March 2022
Venue: Peter Cosgrove Centre, level 18, Tenision Woods House, 8-20 Napier
Street, North Sydney.
Mode: Face-to-face
Online attendance: video conference link will be provided close to the date.
Register: $0.00
For catering purposes, please go to the link below to register by 00:00 hour
13/03/2022 Sydney time if you are going to attend face-to-face. There is a
limit of 50 tickets.
https://www.eventbrite.co.uk/e/book-launch-tickets-278157485527
About this event:
In this event we are launching two books:
1. Modelling Paralanguage using Systemic Functional Semiotics: Theory and
Application.
by Thu Ngo, Susan Hood, J.R. Martin, Clare Painter, Bradley A. Smith and
Michele Zappavigna.
This book is the first comprehensive account of 'body language' as
'paralanguage' informed by Systemic Functional Semiotics (SFS). It brings
together the collaborative work of internationally renowned academics and
emerging scholars to offer a fresh linguistic perspective on gesture, body
orientation, body movement, facial expression and voice quality resources that
support all spoken language.
The authors create a framework for distinguishing non-semiotic behaviour from
paralanguage, and provide a comprehensive modelling of paralanguage in each of
the three metafunctions of meaning (ideational, interpersonal and textual).
Illustrations of the application of this new model for multimodal discourse
analysis draw on a range of contexts, from social media vlogs, to animated
children's narratives, to face-to-face teaching. Modelling Paralanguage Using
Systemic Functional Semiotics offers an innovative way for dealing with
culture-specific and context specific paralanguage.
2. Multimodal Literacy in School Science: Transdisciplinary perspectives on
theory, research and pedagogy.
by Len Unsworth, Russell Tytler, Lisl Fenwick, Sally Humphrey, Paul Chandler,
Michele Harrington and Lam Pham
This book establishes a new theoretical and practical framework for multimodal
disciplinary literacy (MDL) fused with the subject-specific science pedagogies
of senior high school biology, chemistry and physics. It builds a compatible
alignment of multiple representation and representation construction approaches
to science pedagogy with the social semiotic, systemic functional
linguistic-based approaches to the explicit teaching of disciplinary literacy.
The early part of the book explicates the transdisciplinary negotiated
theoretical underpinning of the MDL framework, followed by the
research-informed repertoire of learning experiences that are then articulated
into a comprehensive framework of options for the planning of classroom
work.Practical adoption and adaptation of the framework in biology, chemistry
and physics classrooms are detailed in separate chapters. The latter chapters
indicate the impact of the collaborative research on teachers’ professional
learning and students’ multimodal disciplinary literacy engagement, concluding
with proposals for accommodating emerging developments in MDL in an
ever-changing digital communication world.
The MDL framework is designed to enable teachers to develop all students’
disciplinary literacy competencies. This book will be of interest to
researchers, teacher educators and postgraduate students in the field of
science education. It will also have appeal to those in literacy education and
social semiotics.
The authoring teams of the two books very much look forward to welcoming you to
the event.
Regards,
Thu Ngo (on behalf of the authoring teams)
