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dc.contributor.authorBendall, Mark J.*
dc.date.accessioned2018-03-27T10:43:07Z
dc.date.available2018-03-27T10:43:07Z
dc.date.issued2018
dc.identifier.citationBendall, M. (2018 - in press). Superhero films in multimodal teaching. In Multimodality in Education. IGI Global.en
dc.identifier.issnother
dc.identifier.urihttp://hdl.handle.net/10034/621038
dc.description.abstractThe paper discusses the value of an interdisciplinary approach to analysing signs and the culture out of which they grow. It argues that films can be used in college and university settings to both deepen language appreciation and, especially, the cultural context around the language. It surveys precedents for the use of comics and film in teaching more generally and language learning more specifically. The broader validity of films as a pedagogic tool is first discussed before analysis of superhero films as a gateway into decoding dominant hegemonic culture. Concepts such as polysemy, psycho and sociopolitics are used to illustrate how multi-modal inter-disciplinary strategies can promote visual literacy. Whilst aimed at college and university teaching, this has applicability to younger learners too.
dc.language.isoenen
dc.publisherIGI Globalen
dc.subjectMultimodalityen
dc.subjectU.S. cultural politicsen
dc.titleSuperhero films in multimodal teachingen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Chesteren
dc.date.accepted2018-01-05
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2218-03-27
html.description.abstractThe paper discusses the value of an interdisciplinary approach to analysing signs and the culture out of which they grow. It argues that films can be used in college and university settings to both deepen language appreciation and, especially, the cultural context around the language. It surveys precedents for the use of comics and film in teaching more generally and language learning more specifically. The broader validity of films as a pedagogic tool is first discussed before analysis of superhero films as a gateway into decoding dominant hegemonic culture. Concepts such as polysemy, psycho and sociopolitics are used to illustrate how multi-modal inter-disciplinary strategies can promote visual literacy. Whilst aimed at college and university teaching, this has applicability to younger learners too.


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