《多模态读写能力--课堂生态环境下的发展研究》是作者张征在教学实践的基础上对多元读写能力研究的一次有益尝试，在理论上有一定的创新，剖析了多模态符号间的关系，提出了一个多模态语篇的分析框架。本书最大的亮点是教学实践上的创新。作者自己编制了评价学生多模态作品质量的指标体系，提出了基于“设计”理念的多元读写能力培养模式。作者在前人研究的基础上，进一步发展了新伦敦小组提出的教学设计模式，将“角色转换”(Role Transformation)作为多模态教学模式的一个组成成分。该教学模式借鉴了功能主义、建构主义、供给理论(Affordance Theory)、生态理论等在教育、教学界有影响的教学理念，将学生看作是意义设计的主体，实现了从“以教师为中心”和“以学生为中心”的教学模式向“以学习为中心”的教学模式的转变。

Chapter 1 New Technologies and New Literacies

 1.1 Information Technology and a Shift in Communication: From Monomodal to Muhimodal

 1.2 Objectives

 1.3 Research Questions

 1.4 Significance of the Research

 1.5 Organization of the Book

Chapter 2 Literacy and Multiliteraeies

 2.1 Different Views of Literacy

 2.2 Definitions of Multimodality, Muhiliteracy, Muhimodal Literacy

 2.3 Early Studies on Multimodal Literacy

 2.4 Modem Studies on Multimodality

 2.5 Literacy Practice Studies: PowerPoint Presentation

 2.6 Summary

Chapter 3 Theoretical and Analytical Framework

 3.1 Theoretical Framework

 3.2 Affordance Theory

 3.3 Integrated Framework by Zhang Delu

 3.4 A Complementary Framework for Analysing Intersemiotic Relations

 3.5 Designs of Meaning in the Classroom Multimodal Literacy and Multimodal Practice

 3.6 Summary

Chapter 4 Methodology

 4.1 Research Design

 4.2 Participants

 4.3 Research Instruments

 4.4 Pilot Testing

 4.5 Reliability Test

 4.6 Data Description

 4.7 Data Analysis

Chapter 5 Students' Development of Multimodal Literacy in the Curriculum

 5.1 Framing of Analysis

 5.2 Description of the Products

 5.3 Designing Analysis : Problems in Students' Multimodal Products

 5.4 Intersemiotic Relations Revisited

 5.5 The Redesigned

 5.6 Summary

Chapter 6 Students' Repertoire of Multimodal Literacies

 6.1 Students' Perceptions of Muhimoda] Literacies

 6.2 Students' Repertoire of Multimodal Literacies

 6.3 Students' Literacy Strategies

 6.4 Summary

Chapter 7 Multimodal Literacy Instruction in the Classroom

 7.1 Framework of Muhimodal Literacy Instruction

 7.2 Design-based Muhimodal Learning Framework and Learning by Design

 7.3 Implementation of Muhimodal Literacy Instruction Framework

 7.4 Teacher's Role in Muhimodal Instruction

 7.5 Summary

Chapter 8 Conclusion

 8.1 Summary of the Research

 8.2 Major Research Findings

 8.3 Implications

 8.4 Limitations of the Research

 8.5 Prospects for Further Research

Appendix 1 Checklist for Assessment

Appendix 2 多模态读写能力调查问卷

Appendix 3 访谈问题

References