Foreword / Christopher N. Candlin and Srikant Sarangi -- 1. Rhetorics of the science classroom: a multimodal approach -- 2. Multimodality -- 3. Analysing action in the science classroom -- 4. Shapes of knowledge -- 5. Rethinking learning in the multimodal environment: learning to be scientific -- 6. Written genres and the transformation of multimodal communication: students' signs as evidence of learning -- 7. Materiality as an expression of learning -- 8. Conclusion.