Multimodal Literacy challenges dominant ideas around language, learning, and representation. Using a rich variety of examples, it shows the range of representational and communicational modes involved in learning through image, animated movement, writing, speech, gesture, or gaze. The effect of these modes on learning is explored in different sites including formal learning across the curriculum in primary, secondary, and higher education classrooms, as well as learning in the home. The notion of literacy and learning as a primary linguistic accomplishment is questioned in favor of the multimodal character of learning and literacy. By illustrating how a range of modes contributes to the shaping of knowledge and what it means to be a learner, Multimodal Literacy provides a multimodal framework and conceptual tools for a fundamental rethinking of literacy and learning. Multimodal Literacy challenges dominant ideas around language, learning, and representation. Using a rich variety of examples, it shows the range of representational and communicational modes involved in learning through image, animated movement, writing, speech, gesture, or gaze. The effect of these modes on learning is explored in different sites including formal learning across the curriculum in primary, secondary, and higher education classrooms, as well as learning in the home. The notion of literacy and learning as a primary linguistic accomplishment is questioned in favor of the multimodal character of learning and literacy. By illustrating how a range of modes contributes to the shaping of knowledge and what it means to be a learner, Multimodal Literacy provides a multimodal framework and conceptual tools for a fundamental rethinking of literacy and learning. Chapter 1: Introduction 1(18) GUNTHER KRESS AND CAREY JEWITT Chapter 2: Communicating Meanings through Image Composition, Spatial Arrangement and Links in Primary School Student Mind Maps 19(15) DIANE MAVERS Chapter 3: Computer-Mediated Learning: The Multimodal Construction of Mathematical Entities on Screen 34(22) CAREY JEWITT Chapter 4: Tiger's Big Plan: Multimodality and the Moving Image 56(17) ANDREW BURN AND DAVID PARKER Chapter 5: Putting the Text Back into Practice: Junior-age Non-fiction as Objects of Design 73(15) GEMMA MOSS Chapter 6: Embodied Knowledges: Young Children's Engagement with the Act of Writing 88(19) CHARMIAN KENNER Chapter 7: Beginning at the Beginning: How a Young Child Constructs Time Multimodally 107(16) LESLEY LANCASTER Chapter 8: The Olifantsvlei Fresh Stories Project: Multimodality, Creativity and Fixing in the Semiotic Chain 123(16) PIPPA STEIN Chapter 9: Children's Text-Making at Home: Transforming Meaning across Modes 139(16) KATE PAHL Chapter 10: Palmers' Kiss: Shakespeare, School Drama and Semiotics 155(18) ANTON FRANKS Chapter 11: Genres and the Multimodal Production of 'Scientificness' 173(14) GUNTHER KRESS List of Contributors 187(2) Index 189