Concept Of Multiliteracies Research Articles

Librarians’ and teachers’ conceptions of multiliteracies in the context of Finnish curriculum reform

Introduction. The aim of this study is to describe how the concept of multiliteracies is interpreted by teachers and librarians. Method. Two qualitative research projects involving teachers’ and librarians’ interviews are combined in this study. Individual and group interviews are analysed to explore the conceptions of teachers and librarians on multiliteracies. Analysis. Interviews are analysed using an inductive approach. Data categorisation is discussed and decided by both authors together. Results. The results indicate that there are differences in conceptualising multiliteracies and in the confidence in defining the concept between teachers and librarians. In addition, the concept of multiliteracies is seen as both a skills set and a pedagogical tool. Conclusions. There is a need for conceptual clarification of multiliteracies both in grassroots-level work and in the curriculum context to avoid multiple interpretations of the concept and to guide how multiliteracies could be pedagogically implemented.

Delinking Multiliteracies and the Reimagining of Literacy Studies

ABSTRACT This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It has two fundamental aspects: one, of an epistemic nature, refers to the need to de-link the concept from a particular hegemonic scholarship so that local knowledge production may prevent literacy practices from universalisms and methodologization; the other, of a technological nature, refers to the need to de-link the concept of multiliteracies from its apparent subjection to the digital.

MULTILITERACIES AND LANGUAGE IDEOLOGIES IN CONTEMPORARY FANFIC LITERACY PRACTICES

ABSTRACT Using the lens of Street (1984; [1995]2014; 2003; 2010; 2012), this article firstly aims at discussing the contemporary literacy practices young readers and writers of fanfics engage in when inserted in the affinity spaces of fan literature. This discussion is based on the concept of ideological literacy proposed by the author and dialogues with the concept of multiliteracies, outlined by the New London Group (CAZDEN; COPE et al, 1996) and expanded by several authors such as Cope; Kalantzis (2000), Gee (2000), Rojo (2012) and Kleiman; Sito (2016), among others. These contemporary literacy practices, understood, therefore, as the social use of language, were studied from an ethnographic perspective (HEATH; STREET, 2008). Data was generated from the field observation on two fanfic self-publishing platforms and from literacy events occurring in rounds of conversation, within the scope of the Junior Scientific Initiation Project. (PICJr-049), promoted by a traditional federal institution of basic education in Rio de Janeiro. The social models of literacy used by participants in literacy events (HEATH, 1982; STREET, 2012) signals that designs are (re)shaped according to the interactional context of these participants. This article also proposes a reflection on the language ideologies underlying the discourse of the students participating in the PICJr-049. This analysis is oriented by Volóchinov’s concept of ideology ([1929]2017) and the notion of language ideology, as discussed in the studies by Woolard (1998) and Kroskrity (2004). In the analysis, it was observed that the students reinforce language ideologies anchored in the legitimation of the educated norm of the Portuguese language and in the privilege of literary canons in school literacy practices.

English Teaching in Cyberculture

The present study aimed to comparatively analyze the potential of BBC Learning English and Memrise platforms, in inclusive English teaching. This is a qualitative-interpretative research based in exploratory approach which methodological-theoretical framework is anchored to the Bakhtinian dialogic language conception, to the second language acquisition theory to the Computer-Assisted Language Learning theory), to multiliteracies; and to the English use as a Lingua Franca. For the analysis, we have built a matrix based on the English language acquisition context. The analysis steps ran through the evaluation matrix building, the exploration and development of a comparative study of BBC learning and Memrise platforms on the defined parameters. To the parameters building, the linguistic, methodological, and accessibility aspects in the websites were considered. After analyzing BBC learning English and Memrise, it was identified that they do not encompass dialogical language acquisition and the concept of multiliteracies.

Discurso de memes: (Des)memetizando ideologia antifeminista

RESUMO O objetivo deste trabalho é discutir a necessidade de se pensar os memes a partir da perspectiva de um letramento visual crítico. Mais especificamente, buscamos analisar como os memes são utilizados em práticas sociais instauradoras ou mantenedoras de relações de dominação de gênero e explicar como a ideia de um letramento visual crítico pode ser útil para se contrapor a esse tipo de fazer discursivo. Desenvolvemos essa discussão à luz dos conceitos de multiletramentos, de letramento visual crítico, da Teoria Social Crítica e das metafunções da linguagem visual.

Text revision practices in an e-learning environment: fostering the learning by design perspective

ABSTRACTText review activities in formal schooling settings are by and large carried out vertically and often in an authoritarian way, in which teachers usually assign text production activities for students whose only readers and reviewers are their own teachers. Consequently, students rarely have the experience of sharing their texts with one another. Conversely, in the Scholar e-learning environment, students have different experiences of both assessing their peers’ texts and commenting on the peers’ reviews (feedback on feedback). In order to understand how Scholar enables horizontally text reviewing practices, this article aims at developing a qualitative analysis of the peer reviewing process carried out in the Scholar e-learning environment for one online graduate course. To do so, this article is based upon the Learning by design approach, which is sustained by the theoretical concepts of Multiliteracies, New Literacies, Space of flows Design, Agency, and Knowledge Processes.

Leitura crítica de texto multimodal em língua inglesa: uma proposta didática

Inserido na área da Linguística Aplicada, no campo de ensino e aprendizagem de língua estrangeira, com foco em multiletramentos, este trabalho tem como objetivo principal apresentar uma proposta didática de leitura em língua inglesa a partir de conceitos de multimodalidade e letramento crítico. Essa proposta parte de uma cena de filme, considerado como texto multimodal, para desenvolver trabalho que proporcione reflexão sobre questões de preconceito, retratado em sociedade diferente da dos alunos. Com isso, buscamos propor uma atividade de ensino de língua inglesa que contemple as linguagens utilizadas em textos multimodais, assim como reflexão crítica sobre um tema que entendemos necessário de ser debatido em sala de aula.

Multimodalidade e multiletramentos: análise de atividades de leitura em meio digital

RESUMO: Este artigo discute a promoção de multiletramentos - digital, visual e crítico - em materiais didáticos multimodais disponíveis em sítios eletrônicos. Essa discussão tem como suporte teorias que discutem multimodalidade e multiletramento, tais como a semiótica social (KRESS; VAN LEEUWEN, 2006), os multiletramentos (STREET, 2012; OLIVEIRA, 2006) e a leitura de hipertexto (XAVIER, 2005). Com o objetivo de diagnosticar uma possível congruência entre atividades de leitura de textos em língua inglesa e essas teorias, investigamos práticas pedagógicas identificadas em instruções, enunciados, conteúdos e tipos de questões propostas em cinco atividades de leitura online. Resultados preliminares apontam a não congruência entre as práticas pedagógicas e a promoção de multiletramentos.

Digital Stories in L2 Education: Overview

This article presents an overview of the inclusion of digital stories (DSs)—storylines that integrate text, images, and sound—in the second-language (L2) context, which have been mainly used for educational purposes from the elementary to the university level. It (a) reviews the methodical and planned, albeit non-lineal, steps required for successful implementation of DSs in the L2 classroom and (b) assesses the observed linguistic and rhetorical gains learners may experience in their language skills (speaking, listening, and writing), including their use of correct grammar, vocabulary, and writing conventions such as structure. This article also points out the shift from a traditional literacy concept to a new concept of multi-literacies, exploring the notions of new genres and the application of social-semiotic perspectives to understanding the development of DSs. The final section illustrates limitations of current DS research and concludes with a discussion of the future roles of DSs in CALL.

Behind the concepts of multiliteracies and media literacy in the renewed Finnish core curriculum: A systematic literature review of peer-reviewed research

Finnish basic education faces a significant change with the 2016 commissioning of the renewed core curriculum, which introduces a new transversal competence, termed multiliteracies—a concept closely related to media literacy. This systematic literature review examines the research literature on media literacy and multiliteracies, analysing and comparing the nature of knowledge constructed and the varying definitions of the two concepts. Previous review articles (Marten 2010; Potter 2010) found little consensus among scholars regarding the definition of media literacy. This review examines the research literature published in international peer-reviewed academic journals between 2010 and 2014 to investigate whether a mutual understanding of the concept has since been established. The article argues that significant differences exist between the concepts of media literacy and multiliteracies and, further, that Finnish core curriculum defines multiliteracies differently than the research literature defines the term. In line with previous research, this article finds no consensus on the definition of media literacy in the research literature. Based on the multifaceted nature of the concept, this article rejects attempts to establish a universal definition of media literacy and presents a theoretical framework for conceptualising media literacies based on their abstraction levels. The article aims to facilitate understanding of the concept and its operationalisation in research and practice and discusses future opportunities for research on media literacy and multiliteracies.

Reimagining Multiliteracies: A Response to Leander and Boldt

AbstractIn this column, the author considers critiques of multiliteracies in light of the impact of the seminal article, A Pedagogy of Multiliteracies: Designing Social Futures. The author argues that the concept of multiliteracies has been reified and the original meaning of multi has been lost over the years. Particular attention is paid to Leander and Boldt's 2013 article that critiques the multiliteracies framework as being text‐centric and overly rational. Consideration of Leander and Boldt's argument indicates that the multiliteracies framework should be used judiciously when analyzing youth's interactions with texts. Additionally, the author suggest that it is time to reimagine multiliteracies if we are to move forward in supporting youth as they develop the skills to thrive in an information based, multiliterate world.

Study on Multimodality and Multiliteracies in EFL Teaching

Cultural diversity and language variants resulting from the fast development of information technology influence the college English teaching including its methods and contents. Based on this background, we have discussed the understanding of multimodality and multiliteracies in the first part. Then through the research about college students’ awareness and level of multiliteracies, we can conclude that college students’ weak performance in multiliteracies. Therefore, some methods are suggested to improve college students’ multiliteracies and at last the instructions that the concept of multiliteracies has brought about for college English teaching are discussed.

"Bridging Activities," New Media Literacies, and Advanced Foreign Language Proficiency

In this article we propose the pedagogical model bridging activities to address advanced foreign language proficiency in the context of existing and emerging internet communication and information tools and communities. The article begins by establishing the need for language and genre-focused activities at the advanced level that attend to the shifting social practices and emerging literacies associated with digital media. Grounded in principles of language awareness and the concept of multiliteracies, the bridging activities model centers on guided exploration and analysis of student selected or created digital vernacular texts originating in Web 2.0 and other technologies/practices such as instant messaging and synchronous chat, blogs and wikis, remixing, and multiplayer online gaming. Application of the model includes an iterative implementation cycle of observation and collection, guided exploration and analysis, and creation and participation. In sum, the bridging activities approach is designed to enhance engagement and relevance through the incorporation of students' digital-vernacular expertise, experience, and curiosity, coupled with instructor guidance at the level of semiotic form to explore interactional features, discourse-level grammar, and genre. The ultimate goal is to foster critical awareness of the anatomy and functional organization of a wide range of communicative practices relating to both digital and analogue textual conventions.

Introducing e‐learning in a South African Higher Education Institution: Challenges arising from an intervention and possible responses

AbstractThis article draws on research conducted at a tertiary institution in South Africa as part of the redesigning of an English for Educational Development (EED) course to include an e‐learning online discussion component. The subject material used was based on HIV/AIDS topics that students had to debate within an online discussion forum. Framed by the concept of Multiliteracies and the Social Constructivist view of teaching and learning, this study problematizes students' experiences of the online component in an attempt to explore the potential benefits of and challenges in using e‐learning in teaching and learning and the extent to which e‐learning should be adopted into the EED curriculum. The benefits derived and challenges faced by the students and the writers during the implementation of the intervention are presented with the aim of generating further discussions from researchers on national and international levels. This article briefly contextualizes the study by providing some background information, theory and the research process. It then draws on a number of evaluation tools ranging from course evaluations; classroom discussions and observations; reflective notes; as well as minutes of meetings to evaluate both students and writers participation and experiences.Practitioner NotesWhat is already known about this topic? Advancements in technology make it imperative to include technology into teaching and learning. Using technology can be both rewarding and challenging. Technology contributes to flexible modes of teaching and learning. What this paper adds Provides an understanding of the University context in South Africa and the literacy levels of students entering higher education in South Africa. Discusses the negative impact that a lack of basic language proficiency has on teaching and learning initiatives. While technical skills are important, it is not sufficient for epistemological success. Discusses some specific benefits of and challenges in using an e‐learning discussion forum. This discussion would be useful for practitioners prior to the implementation of e‐learning into the curriculum. Implications for practice and/or policy Care and caution must be exercised in developing institutional policies that recommend e‐learning interventions. Merely providing ongoing e‐learning training for academics is not sufficient. It is imperative that academics are exposed to current literature on the issues that will prevent them falling into “traps,” eg, using e‐learning to replace teacher interaction or making unrealistic demands on students based on the assumption that all student are technologically literate. Consideration must be given to the social context of students as well as the expertise of students prior to adoption of e‐learning into the curriculum. Highlights the importance of using a “scaffolding approach” to develop expertise of students. Stresses the need for Higher Education Institutions to revisit their minimum entrance requirements.