{"title":"触觉绘本制作与多模态构图:英语语言艺术学生公平设计","authors":"Bridget Dalton, Kirsten Musetti","doi":"10.1108/S2048-045820180000009015","DOIUrl":null,"url":null,"abstract":"Practical Implications – Multimodal composition and making can be effectively integrated into pre-service candidates’ literacy education, as well as high school English Language Arts, to develop multimodal communication and inclusive design skills and values. Success depends on interdisciplinary expertise (e.g., children’s books, tactile design, making technologies, etc.), and sufficient access to physical and digital materials and tools.","PeriodicalId":309500,"journal":{"name":"Best Practices in Teaching Digital Literacies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Tactile Picture Book Making and Multimodal Composition: Students Design for Equity in English Language Arts\",\"authors\":\"Bridget Dalton, Kirsten Musetti\",\"doi\":\"10.1108/S2048-045820180000009015\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Practical Implications – Multimodal composition and making can be effectively integrated into pre-service candidates’ literacy education, as well as high school English Language Arts, to develop multimodal communication and inclusive design skills and values. Success depends on interdisciplinary expertise (e.g., children’s books, tactile design, making technologies, etc.), and sufficient access to physical and digital materials and tools.\",\"PeriodicalId\":309500,\"journal\":{\"name\":\"Best Practices in Teaching Digital Literacies\",\"volume\":\"34 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-08-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Best Practices in Teaching Digital Literacies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/S2048-045820180000009015\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Best Practices in Teaching Digital Literacies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/S2048-045820180000009015","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Tactile Picture Book Making and Multimodal Composition: Students Design for Equity in English Language Arts
Practical Implications – Multimodal composition and making can be effectively integrated into pre-service candidates’ literacy education, as well as high school English Language Arts, to develop multimodal communication and inclusive design skills and values. Success depends on interdisciplinary expertise (e.g., children’s books, tactile design, making technologies, etc.), and sufficient access to physical and digital materials and tools.
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