Multiliteracies in Education

Kalintzis, Mary; Cope, Bill

doi:10.1002/9781405198431.wbeal0809

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…Some of this need has been met by models for learning such as that advanced by multiliteracies learning by design pedagogy (Kalantzis & Cope, 2012 ; New London Group, 1996 ). Through these we can see how conceptual advances in semiotics and literacy education have become entangled with the conceptual evolution of digital literacy, again raising questions about the requisite knowledge and skills for those engaged in digital literacy education.…”

Section: A Shifting Conceptual Landscapementioning

confidence: 99%

Shifting landscapes of digital literacy

Bacalja

Beavis

O’Brien

2022

AJLL

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This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the ‘datafication of everyday life’ (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are responsive to contemporary digital forces (e.g. platformatisation, artificial intelligence, edu-apps, algorithms) as well as those digital technologies that are yet to make their way into formal schooling.

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Section: A Shifting Conceptual Landscapementioning

confidence: 99%

Shifting landscapes of digital literacy

Bacalja

Beavis

O’Brien

2022

AJLL

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“…Teachers "need to broaden our definitions of texts and recognize that our bias toward written text is a result of our own socialization in a print-dominated world" (Schwartz & Rubinstein-Ávila, 2006, p. 43). Kalantzsis and Cope (2013) argued, "In today's learning environments, we need to supplement traditional reading and writing with these multimodal representations, and particularly those typical of the new, digital media" (p. 3963). Multimedia technologies have led to a fundamental shift in the concept of literacy.…”

Section: Definition Of Media Literacymentioning

confidence: 99%

The Effects of Media Literacy-Based Activities on Writing Skills in the EFL Classroom

Lee

2021

IJLTER

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This study explores the effectiveness of media literacy-based activities on writing proficiency and affective domains in the EFL setting. A quasi-experiment was conducted during the 2021 academic year with 148 college EFL students selected as participants from three classes from a private university in Seoul, South Korea. Participants were divided into three groups based on proficiency levels: upper proficiency, intermediate proficiency, and lower proficiency. The assigned activities included four steps: (1) watching video clips made by a teacher, (2) group discussion, (3) individual presentation, and (4) individual writing. For these activities, participants used multimedia like YouTube, Fanfiction.net, Reddit discussion boards, and blogs to understand the topic, evaluate the content, and express their thoughts. Popular franchises, including the Marvel Cinematic Universe (MCU), the Potterverse, and the Twilight saga provided material for the activities. The study’s results reveal that students significantly increased their writing skills, regardless of proficiency level. Moreover, the higher the linguistic ability, the more the writing ability improved. In a survey, students also showed significant changes in all affective domains (anxiety, interest, confidence, and engagement), except for the lower proficiency group’s confidence domain. The study presents a detailed summary of the activities and derives meaningful implications.

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“…Fonte: Adaptado de Cope; Kalantzis, 2000Kalantzis, , 2009Cope, 2012. Esses três elementos ressaltam o ponto de construção do significado como processo dinâmico e eficaz e não como situação conduzida por normas estáticas (NEW LONDON GROUP, 1996).…”

Section: Figura 2 Processo De Designunclassified

“…É percebido um movimento ascendente que parte do local, na forma dos contextos com os quais os utilizadores estão familiarizados para, nos níveis mais proficientes, o global, na forma do novo. Tal movimento se relaciona com o conceito de processo de design (COPE; KALANTZIS, 2000KALANTZIS, , 2009COPE, 2012), pelo qual são apropriados os designs disponíveis, na forma do que é conhecido, para serem reconstruídos e reformulados, ao se fundirem com o que é novo, geralmente em uma atividade de produção. Os designs reformulados passam a integrar o leque de designs disponíveis, que reiniciam o ciclo.…”

Section: Figura 2 Processo De Designunclassified

O Papel Do Quadro Comum Europeu De Referência Para Idiomas: Aprendizagem, Ensino E Avaliação (Qcer) Na Internacionalização Das Ies: Uma Análise Sob a Perspectiva Do Letramento Crítico E Dos Multiletramentos

Cani

Santiago

2018

Trab. linguist. apl.

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RESUMOEste trabalho objetiva investigar de que forma os descritores do Quadro Comum Europeu de Referência para Idiomas: Aprendizagem, Ensino e Avaliação (QCER) se comportam diante das demandas de uma sociedade cuja comunicação é cada vez mais, multimodal, digital e global. Para alcançar tal objetivo, o artigo aborda estudos sobre Multiletramentos e Letramento Crítico, no intuito de embasar a discussão sobre os descritores referentes aos níveis C1 e C2, pois, para interações eficientes em uma sociedade cada vez mais digital e globalizada, é necessário que utilizadores proficientes possuam, e saibam usar, uma gama considerável de recursos semióticos. A metodologia qualitativa, abrangendo aspectos da concepção do QCER, sua abordagem comunicativa e os descritores de produção e compreensão oral e escrita, foi utilizada. A análise permitiu concluir que a da aplicabilidade do QCER no programa de internacionalização do Ensino Superior requer algumas ações específicas que permitiriam atualizar seus descritores, de forma a atender às práticas dos multiletramentos, do letramento crítico e das tecnologias digitais. Palavras-chave: QCER; multiletramentos; letramento crítico.

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Multiliteracies in Education

Abstract: The term multiliteracies refers to two major aspects of communication and representation today.

Cited by 6 publications

References 11 publications

Shifting landscapes of digital literacy

Shifting landscapes of digital literacy

The Effects of Media Literacy-Based Activities on Writing Skills in the EFL Classroom

O Papel Do Quadro Comum Europeu De Referência Para Idiomas: Aprendizagem, Ensino E Avaliação (Qcer) Na Internacionalização Das Ies: Uma Análise Sob a Perspectiva Do Letramento Crítico E Dos Multiletramentos

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