Conclusions

Abstract

Canale discusses the ways in which meanings make unpredicted trajectories across policy scales, showing how this impacts policy sense-making and actual classroom interaction, communication and learning. How learning is recognized depends on the available/authorized modes and media for communication and on the available/authorized artifacts. In fact, how and when learning is demonstrated (by deploying multimodal resources and interacting with artifacts to transform available signs) depends on the ways in which meanings circulate across scales and how sign-makers make sense of artifacts, the policy and themselves. Canale ends the chapter by making a case for a multimodal socio-semiotic approach to learning as recognition, entertaining some of its theoretical and pedagogical implications for research, pedagogy and praxis.