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Why multimodal literacy matters: (Re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula

By Rachel Heydon and Susan O’Neill. Sense Publishers, Rotterdam, 2016, 156 pp. ISBN 978-94-6300-707-8 (hbk), ISBN 978-94-6300-706-1 (pbk), ISBN 978-94-6300-708-5 (eBook)

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Notes

  1. The term multimodal literacy generally refers to an extension of the idea that literacy involves meaning making through reading written words and producing written texts. The concept includes the notion that our understanding of the world around us also involves the perception and interpretation of other formats carrying information, such as images and, as Heydon and O’Neill argue, sound.

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  1. Schulich School of Education, Nipissing University, North Bay, ON, Canada

    Terry A. Campbell

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  1. Terry A. Campbell
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Correspondence to Terry A. Campbell.

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Campbell, T.A. Why multimodal literacy matters: (Re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula. Int Rev Educ 64, 283–285 (2018). https://doi.org/10.1007/s11159-017-9699-1

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  • DOI: https://doi.org/10.1007/s11159-017-9699-1

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