Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom by Kristina Danielsson, Jenny Uddling

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Reading Multimodal Texts for Learning – a Model for Cultivating Multimodal Literacy by Kristina Danielsson, Staffan Selander

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Meaning-Making in Ecology Education: Analysis of Students’ Multimodal Texts by Hanna Wanselin, Kristina Danielsson, Susanne Wikman

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Analysing Interaction in Science Classrooms by Kristina Danielsson, Ewa Bergh Nestlog, Fredrik Jeppsson, Kok-Sing Tang

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An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry by Emelie Patron, Marina Wernholm, Kristina Danielsson, Hanna Palmér, Andreas Ebbelind

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Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources by Marina Wernholm, Kristina Danielsson, Andreas Ebbelind, Hanna Palmér, Emelie Patron

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Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education by Fredrik Jeppsson, Kristina Danielsson, Ewa Bergh Nestlog, Kok-Sing Tang

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