이미 소장하고 있다면 판매해 보세요.
|
SECTION I: Conceptual Issues, Chapter 1. Post-truth pedagogies in English language education: Key areas of concern Hild Elisabeth Hoff and Aud Solbjørg Skulstad, Chapter 2. The destabilisation of truth: A challenge to critical literacy Hilary Janks, Chapter 3. What does it mean to mean? Tracing the theoretical turns towards post-truth literacy Frank Serafini and George Hruby, SECTION II: Theoretical Issues, Chapter 4. From dichotomy to complexity: Popular music as a catalyst for moving beyond binary thinking Hild Elisabeth Hoff, Chapter 5. Learning tasks and persuasion in post-truth educational contexts Aud Solbjørg Skulstad, Chapter 6. Exploring linguistic taboos and intercultural learning in the EAL classroom Daniel Becker, SECTION III: EMPIRICAL ISSUES, Chapter 7. Teaching multimodal news to children in the post-truth era Fei Victor Lim and Jing Hui Melody Heng, Chapter 8. Reading political visuals: A study of Norwegian upper secondary EAL students’ interpretations of visual meaning-making in US news reports Sigrid Ørevik, Chapter 9. Critical approaches to conspiracy theories in the EAL classroom: Deconstructing the Great Replacement Theory Massimiliano Demata and Denise Filmer, Chapter 10. Pre-service English language teachers’ critical engagement with multimodal texts: Navigating knowledge and imaginaries Cecilie Waallann Brown and Milica Savic, Chapter 11. Ecodialogic teaching and learning in the post-truth era Hege Emma Rimmereide, Index |