Book contents
- Frontmatter
- Contents
- Acknowledgements
- Introduction The work of learning and teaching literacies
- Part A The ‘Why’ of Literacies
- Part B Approaches to Literacies
- Part C The ‘What’ of Literacies
- Chapter 7 Literacies as multimodal designs for meaning
- Chapter 8 Making written meanings
- Chapter 9 Making visual meanings
- Chapter 10 Making spatial, tactile and gestural meanings
- Chapter 11 Making audio and oral meanings
- Part D The ‘How’ of Literacies
- References
- Index
Chapter 10 - Making spatial, tactile and gestural meanings
from Part C - The ‘What’ of Literacies
- Frontmatter
- Contents
- Acknowledgements
- Introduction The work of learning and teaching literacies
- Part A The ‘Why’ of Literacies
- Part B Approaches to Literacies
- Part C The ‘What’ of Literacies
- Chapter 7 Literacies as multimodal designs for meaning
- Chapter 8 Making written meanings
- Chapter 9 Making visual meanings
- Chapter 10 Making spatial, tactile and gestural meanings
- Chapter 11 Making audio and oral meanings
- Part D The ‘How’ of Literacies
- References
- Index
Summary
Overview
This chapter will explore three more important modes of meaning. Spatial meanings are framed by shape, proximity and movement. Tactile meanings capture our interactions with objects. Gestural meanings are bodily expressions, ranging from hand and arm movement, to facial expressions, to bodily presentations such as clothing, to body language. These modes of meaning are closely interconnected and offer productive connections to oral and written meanings in multimodal literacies environments.
Spatial meanings
The meanings of spaces and flows
Our spatial meanings are shaped in the places we inhabit, real and virtual, the way we move around in them and what we do in them. We see space and we also feel temperature and objects in space, so spatial meanings are closely connected to visual and tactile meanings.
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- Information
- Literacies , pp. 281 - 302Publisher: Cambridge University PressPrint publication year: 2012