Engaging students through new literacies: The good, bad and curriculum of visual essays

Abstract

In this article, we share our experiences working with students to read and/or write visual essays, texts that rely more heavily on images with minimal print text. We explore how students consider elements of design as they create a visual essay, which entails new forms of semiotic processing of the combinations of the visual, audio, textual, gestural and spatial. In particular, we share a case study of how one adolescent engages with an alternative to the standard essay format when he is not restricted by the use of words alone, but is encouraged to tap into the affordances of digital media, expressing himself multimodally by using words, images and sound.

Using Songs in YouTube to Enhance EFL Students’ Pronunciation

“…Many researches emphasized that technology support students in good methods that help them in understanding language, especially English language, (Hughes, & Tolley, 2010;Jones & Cuthrell, 2011;and Watkins & Wilkins, 2011). The researcher here focus on one of the application of web-based sites that is YouTube.…”

The Use of YouTube in Teaching English Literature The Case of Al-Majma'ah Community College, Al-Majma'ah University (Case Study)

“…That can be described as education that occurs only through the Web, that is, it does not consist of any physical learning materials issued to students (sanca, 2008). Many researches asserted that technology support students in good methods that help them in understanding language, especially English language, (Hughes, & Tolley, 2010). The researchers here focus on one of the application of web-based sites that is YouTube.…”

Editorial

“…Arlene Archer considers ‘Multimodal texts in Higher Education and the implications for writing pedagogy’. Her article is one a growing number of papers on multimodal texts published in English in Education in recent years (see for example Wyatt‐Smith and Kay Kimber 2005, Hughes and Tolley 2010). She argues that although studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines.…”