TABLE OF CONTENTS -- PREFACE -- WHY THIS BOOK -- OVERVIEW OF THE BOOK -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- ACKNOWLEDGEMENTS -- ACKNOWLEDGEMENT OF PERMISSION TO REPRODUCE COPYRIGHTED MATERIALS -- CHAPTER 1: AN ANATOMY OF DISCOURSES -- INTRODUCTION -- 'DISCOURSE' IS TEXT IN CONTEXT -- Text and Context as Mutually Construed -- Conclusion -- LEVELS OF MEANING: SITUATION, GENRE AND CULTURE -- Text Norm, Genre and Culture -- Discourse and Practice -- Context and Genre Informed by a Psychological and Physiological Perspective -- METAFUNTIONS OF LANGUAGE -- Example 1 -- Example 2 -- DISCOURSE ANALYSIS AND ANALYSIS OF LEARNING DESIGNS -- Students' Texts as Evidence of Learning -- Critical Discourse Analysis -- SUMMARY -- CHAPTER 2: FUNCTIONAL GRAMMAR: HOW WE MEAN -- INTRODUCTION -- IDEATIONAL MEANING: CONSTRUING EXPERIENCE INTO MEANING -- What is a Process? -- Clause as Representation -- Mental Processes -- INTERPERSONAL MEANING -- Giving or Demanding Goods-&-services or Information -- The IRE Example Again -- The Nuances between Yes - No, It is - It isn't: Modality -- The Grammar of Doubt and Evaluation: Assessments -- TEXTUAL MEANING -- Clause as Message: Given and New -- Above the Sentence Level - Cohesion -- Cohesion: An Example -- BELOW AND AROUND THE CLAUSE -- Below the Sentence Level -- Relations between Clauses in Complexes -- USING FUNCTIONAL GRAMMAR IN ANALYSIS -- ACTS OF MEANING: EXTENDING THE PERSPECTIVE -- Transformation of Genre in Social Action -- Project Background and Context -- Multimodality -- LEARNING AND PARTICIPATION IN DISCOURSES: OUTLINE OF MODEL -- Again: What is "Discourse"? -- Vision 1 and Vision 2 of Scientific Literacy -- Learning -- What Learning Experiences Are Worthwhile to Foster Participation? -- Authenticity -- An Analytical Model -- SUMMARY.

CHAPTER 3: MULTIMODAL REPRESENTATIONS -- INTRODUCTION -- Introducing Key Terms -- SIMILARITIES AND DIFFERENCES BETWEEN VISUAL AND VERBAL LANGUAGE -- A Shared Ground for the Verbal and the Visual -- VISUAL GRAMMAR -- Narrative Representations -- Conceptual Processes -- Interaction -- Modality -- INTERACTING WITH MULTIMODAL REPRESENTATIONS -- Reading Paths -- SUMMARY -- CHAPTER 4: THE LANGUAGE OF SCHOOL SCIENCE -- INTRODUCTION -- THE LANGUAGE OF SCIENCE -- Textbook Context -- Textbook Example -- ENERGY SOURCES AND ENERGY CHAINS -- Material processes -- Relational processes -- Modality - WHO -- The Flow of Discourse - HOW -- Summary - From Everyday Experiences to Science Discourses -- EXPERIMENTAL PRACTICES OF SCHOOL SCIENCE -- Students' Talk and Gestures, and Their Machine -- Multimodal Transcription -- Students' Interaction with the Van de Graaf Machine -- SUMMARY -- CHAPTER 5: THE DISCOURSES OF NEGOTIATING COMPLEXITY -- INTRODUCTION -- From Vision 1 to Vision 2 -- THE CONSTRUAL OF COMPLEXITY BY INTERTEXTUALITY -- Background -- Complexity in SSI -- Intertextuality -- Analysis -- ACTING ON ENERGY USE IN A GAMING ENVIRONMENT -- Background -- Excerpt from Student Interaction -- SUMMARY -- CHAPTER 6: CRITICAL DISCOURSE ANALYSIS -- INTRODUCTION -- Science Education as Socialization -- Science Education and Ideology -- TRACING OUT A DISCOURSE: IMAGES OF SCIENCE -- Images of Science -- Text Selection -- METHODS FOR CRITICAL DISCOURSE ANALYSIS -- Description, Interpretation and Explanation -- IDEOLOGIES IN THE NORWEGIAN CORE CURRICULUM -- Environment and Conflicts of Interest: Who is Responsible? -- The Processes of Science in Textbooks -- SUMMARY -- CHAPTER 7: THE TRANSFORMATION MODEL REVISITED -- INTRODUCTION -- THE TRANSFORMATION MODEL REVISITED -- Learning as Transformation of Semiotic Resources -- FURTHER NOTES ON SCHOOL SCIENCE DISCOURSES.

Language, Knowledge and Learning -- Authenticity -- REFERENCES -- INDEX.