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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16244/1/Kathy_Mills_Thesis.pdf.
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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.
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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16244/.
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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.
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Nascimento, Roseli Gonçalves do. "Research genres and multiliteracies." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100921.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2013-06-25T23:55:17Z (GMT). No. of bitstreams: 1 311498.pdf: 15706515 bytes, checksum: f6d490958014812ae73a9bcf43176039 (MD5)
PowerPoint-supported presentations have become an important event for creating and sharing scientific knowledge within and across disciplines (LaPorte et al., 2002; Kunkel, 2004; Tardy, 2005; Adams, 2006). Yet little is known about the ways semiotic resources enabled by PowerPoint technology of slide editing and management (e.g. slide dimensions, layout, colour) are combined with conventional resources of "research talks" (Swales, 2005[2004]) and contribute to building presentations that are valued in specific contexts. In order to inform our understanding of how research meanings are multimodally made under the influence of the software, in this thesis I investigate a set of fourteen PowerPoint Research Presentations (PPRPs) from Applied Linguistics. Two planes of cohesion are explored: (1) along the slideshows; and (2) between the slideshows and the performance. Regarding the first plane, the analysis of "periodicity" (Martin and Rose, 2007[2003]) revealed that applied linguists foreground the software's 'modularised logic', construing 'serial expansion' (Martin and Rose (2007[2003]). Others however customise slideshows so as to build 'Design Hierarchies', in which particular slides are assigned higher discursive statuses. These presenters construed a path for their audiences gaze by a configuration of semiotic resources of the display mode - e.g. slide position, background, layout, typography. As for the second plane of cohesion, I propose that slides and performance relate by 'synchronicity'. The tool recontextualizes the system of taxis (Halliday, 2009c; Halliday and Matthiessen, 2004) to account for the semantic interdependency between the displayed discourse and the performative discourse at a given point in PPRPs. In each of the cohesive planes, I set out to identify the software resources that play a role in construing cohesive ties, and evaluate both their "functional specialization" (cf. Halliday, 2009e[1975]; Kress, 2008[2003]; Jewitt and Kress, 2008[2003]) and the demands they impose on presenters and on audiences in terms of genre, discipline, software and multimodal literacies. By indicating some of the ways in which the software influences the "process of semiotic production" (Kress and van Leeuwen, 2001) of such practice, I intend to move beyond prescriptive (e. g. Costa, 2001; Cyphert, 2004; DuFrene and Lehman, 2004; Grant, 2010) as well as technically-focused (e.g. Downing and Garmon, 2002; Jones, 2003) accounts of PowerPoint. As a conclusion, I suggest that descriptions of the meaning potential in PPRPs and its conditions of access should be incorporated in pedagogies of academic multiliteracies (New London Group, 1996; Kope and Kalantizs, 2000).
Apresentações de pesquisa com uso de PowerPoint desempenham um papel importante na criação e negociação de conhecimento científico em diferentes disciplinas (LaPorte et al., 2002; Kunkel, 2004; Tardy, 2005; Adams, 2006). Entretanto, pouco sabemos sobre os modos como os recursos semióticos potencializados pela tecnologia PowerPoint para edição e gerenciamento de slides (e.g. dimensões do slide, arranjo, cor) são combinados com recursos convencionais dos "relatos de pesquisa" (Swales, 2005[2004]) e contribuem para construir apresentações valorizadas em contextos específicos. No intuito de informar nosso entendimento sobre como significados de pesquisa são multimodalmente construídos sob a influência do software, nesta tese, investigo um conjunto de quatorze apresentações de pesquisa em PowerPoint (APPP) em Linguística Aplicada. Dois planos coesivos são explorados: (1) ao longo do texto em slides; e (2) entre os slides e a performance. No tocante ao primeiro plano, a análise da "periodicidade" (Martin e Rose, 2007[2003]) da informação revelou que os linguistas aplicados tendem a aderir à 'lógica modularizada' do software, realizando "expansão em série" (Martin e Rose (2007[2003]) do discurso. Outros, porém, 'personalizam' o texto em slides de modo a construir 'Hieraquias de Desenho', as quais atribuem valor de informação superordinada à determinados slides. Esses apresentadores direcionam o olhar de sua audiência por meio de uma configuração de recursos semióticos particulares do modo de exibição (e.g. sequência, fundo, arranjo, tipografia). Quanto ao segundo plano coesivo, proponho que slides e performance se relacionam por 'sincronicidade'. Essa erramenta recontextualiza o sistema de taxe (Halliday, 2009c; Halliday e Matthiessen, 2004) para explicar a interdependência semântica entre o discurso exibido e o discurso performado em um determinado ponto da APPP. Em cada um dos planos coesivos, busco identificar os recursos do software que desempenham função coesiva e avaliar tanto a sua "especialização funcional" (cf. Halliday, 2009e[1975]; Kress, 2008[2003]; Jewitt e Kress, 2008[2003]) quanto as demandas de letramento que impõem nos apresentadores e na audiência no que tange a gênero, disciplina, software e multimodalidade. Ao apontar alguns dos modos pelos quais o software influencia o "processo de produção semiótica" (Kress e van Leeuwen, 2001) dessa prática, pretendo ir além de orientações prescritivas (e. g. Costa, 2001; Cyphert, 2004; DuFrene e Lehman, 2004; Grant, 2010) e focadas em aspectos técnicos (e.g. Downing and Garmon, 2002; Jones, 2003). Sugiro, por fim, que a descrição dos significados potenciais em APPP e suas condições de acesso sejam incorporadas em pedagogias de multiletramentos acadêmicos (New London Group, 1996; Kope e Kalantizs, 2000).
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Magnusson, Petra. "Meningsskapandets möjligheter : multimodal teoribildning och multiliteracies i skolan." Doctoral thesis, Malmö högskola, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15174.
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This thesis concerns the changing predispositions and conditions for contemporary meaning-making in school education. From a socio-cultural perspective, multimodal theory formation is used to find suitable tools and concepts for developing teaching and learning. The overall aims are to investigate and conceptualize meaning-making in school in the frame ofmultimodal theory. Firstly, the research questions are concerned with how teachers work with written; paper-based, expository texts, and secondly, with students' meaning-making, working with meaning-offerings from different modes and media. This is followed by questions surrounding the predispositions for a multimodal view in the Swedish curriculum outline. Finally, the consequences for the role of fiction in education, using multimodal theory formation as a framework are addressed. The thesis presents two empirical studies which investigate meaning-making in upper secondary education, followed by critical discussions of the cmTiculum outline and the role of fiction. The empirical data was collected using methods inspired by ethnography in classes taking social sciences and media courses. The analyses were inspired by multimodal research, and the main analytical tools consist of a discourse framework and model inspired by Roz IvaniC, the Leaming Design Sequence developed by Staffon Selander, the wheel of multimodality and the pedagogy of multiliteracies, both developed by the New London Group and Bill Cope and :Mary Kalantzis. The first study focuses on the teachers' perspective in trying to develop students' meaning-making through written, paper-based expository texts. Analyses within the discourse framework and design layer model are used to describe the teachers' practical theory. The wheel ofmultimodality is used to differentiate the meaning-offerings used in class, and the pedagogy of multiliteracies is used to describe and analyze the discussions in groups and with the teacher. Results highlight three major possibilities for working with written, paper-based expository texts: a vvider view on meaning-making, meaning-offerings encompassing several modes and media, and the teacher's modeling ofthe reading through discussion. The second study describes and analyzes meaning-making and design in learning \vith meaning-offerings from different modes and media from the students' perspective. The analytical tools are the wheel of multimodality, the Learning Design Sequence and the further-developed pedagogy of multiliteracies. Results show a similarity in meaning-making regardless of mode and media, staiiing with the visual mode and with the students focusing their efforts on comprehending the meaning-offering. This can be explained by lack of clarity and lack of guidance which are seen as obstacles for learning. The discussions surrounding the curriculum outline and the role of fiction show that, in using a multimodal theory formation frame, the curriculum does not explicitly support a multimodal view on meaning-making and that fiction can not be seen as unique due to neither mode nor media. The results suggest that multimodal theory formation gives access to tools that are useful in developing students' meaning-making according to the predispositions and conditions oftoday, in which reading development is viewed as part of developing meaning-making as a who lei and that meaning-making in school should be based on a non-hierarchical and inclusive view on modes and media to create a readiness and a flexibility to meet demands of a rapidly-changing society. As a consequence, the curriculum outline needs to be reworded and the role of fiction in education needs to be problematized.
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Clark, Kristen Radsliff. "Charting transformative practice critical multiliteracies via informal learning design /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259635.
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Thesis (Ph. D.)--University of California, San Diego, 2007.Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).
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Saurino, Penelope Link. "A case study of PN Charter School : conditions for multiliteracies /." ProQuest subscription required:, 2007. http://proquest.umi.com/pqdweb?did=1338840601&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Thesis (Ed.D)--Boise State University, 2005.Includes abstracts. Appendix E includes the complete preliminary study and the first three chapters of the dissertation titled: Preliminary study : nine themes of multiliteracies, a literary implementation framework. Includes bibliographical references. Also available online via the ProQuest Digital Dissertations database.
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Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.
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Beecher, Bronwyn R. "Early multiliteracies working with family practices, children's agency and critical dialogue /." View thesis, 2010. http://handle.uws.edu.au:8081/1959.7/46178.
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Thesis (Ed.D.)--University of Western Sydney, 2010.A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Drewry, Rachel. "Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning." Thesis, Drewry, Rachel (2017) Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/35565/.
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This thesis presents the results of a study designed to examine ways to engage and scaffold primary school students who experience literacy learning difficulties. Utilising a pedagogy of multiliteracies, proposed by the New London Group (1996, 2000), and a framework for inclusive pedagogy (Florian, 2014), this thesis sought to investigate ways to facilitate meaningful literacy learning for students who experience challenges when participating in print-based classroom activities.
A qualitative case study approach was adopted to support the broader sociocultural and multiliteracies perspective that underlies the theoretical direction of this research. Three student case studies were constructed illustrating the students’ in-school and out-of-school literacy practices. Research data indicated that while these students exhibited strong engagement with multiple literacies in their out-of-school environment, their experiences in a classroom context were, at times, challenging and marginalising.
During the fieldwork period, which took place in a Western Australian Year 6 primary classroom, a multimodal literacy activity was implemented over one school term. This activity required students to: 1. Audioread the novel The Bad Beginning 2. Create a storyboard utilising the iPad app Kid’s Book Report and 3. Create an iMovie review about the novel.
Data analysis revealed that engagement with the multimodal literacy activity emerged in similar ways for the case study students. These students appeared to be engaged with the literacy activity when they were:
• Activating prior knowledge and immersed in meaningful practices via situated learning.
• Experiencing opportunities to create meaning in multiple ways.
• Fostering shared meanings - scaffolded within a community of practice.
Results indicate that engagement with multiple literacies, beyond the printed word, allowed the students to navigate literacy within various contexts. Exploring multimodal ways to present their thoughts further enhanced the students’ engagement with the multimodal literacy activity.
This study provides insight into key areas in the field of literacy research and contributes to understandings of: multiliteracies; inclusive pedagogy; sociocultural approaches to literacy; and open-ended and flexible approaches to literacy learning. The study may be of interest to pre and in service primary school educators and education researchers and policy makers.
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Brenneman, Megan E. "Composing the Past through the Multiliteracies at the May 4 Visitors Center." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1543565953439188.
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Vaterlaus, Sydnee. "Supporting an Equitable Literacy Program: A Review of the Potential of Multiliteracies." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574178954245032.
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Park, Ho Ryong. "Four English Language Learners' Experiences and Strategy Use in Learning Environments of Multiliteracies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4194.
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English language learners (ELLs) develop their reading by engaging in diverse literacy activities in the learning contexts of multiliteracies. I investigated ELLs' experiences and their use of strategies when they read computer-based texts at home and in school. In addition, I identified a variety of influential factors that affected the ELLs' use of reading strategies when they read computer-based texts in both research contexts.
This research was conducted at homes and at three public elementary schools. Participants were two fourth-grade and two fifth-grade ELLs, four parents, and five classroom teachers. The study included observations, interviews, verbal reports, documents, field notes, and reflective journals. My data analysis processes consisted of five steps and resulted in an understanding of the ELLs' use of strategies and literacy experiences when they read computer-based texts in home and school contexts.
I collected data from April 2010 through December 2010. The findings indicated that the ELLs used 15 strategies when they read diverse computer-based texts. All the ELLs created their multi-dimensional zone of proximal development (ZPD) and dialogued with others, themselves, and texts in both non-linear and dynamic ways. The ELLs' specific patterns of using the strategies contained both similarities and differences in each context. In addition, (1) ELLs' electronic literacy knowledge and experiences, (2) parents' and teachers' guidance and interest for computer-based text readings, (3) ELLs' purposes for reading computer-based texts, (4) the language of computer-based texts, and (5) technology equipment in the contexts all influenced the ELLs' use of reading strategies at homes and schools.
There are two implications for parents and teachers. First, even though limitations exist, parents and teachers need to play more active roles in supporting their children's efficient and productive use of strategies and computer technology for their computer-based text reading. Second, to enhance the ELLs' literacy development in the learning contexts of multiliteracies, a home-school connection is necessary.
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Kitson, Lisbeth Ann. "Multiliteracies and Interactive Whiteboards: Exploring Beliefs and Practices in a Primary School Setting." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/368122.
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Societal changes, technological advances, globalisation, economies in crisis, and cultural and linguistic diversity are a reality of life today. Changes to the workforce and the call for knowledge workers mean it is important to acknowledge the place of technology and multimodal texts as central to the learning process in schools. This calls for a curriculum and pedagogy that is able to situate these changing conditions. Multiliteracies is proposed as one such approach.
The purpose of this study was to explore beliefs and teaching practices in relation to literacy, technology (Interactive Whiteboards) and a theorised approach to curriculum identified as Multiliteracies (Cope & Kalantzis, 2000; New London Group, 1996). An ethnographic case-study approach with embedded case-study units at the whole-school level, year level and teacher level was applied to build a theorised understanding and description of one primary school culture and to address the two questions guiding the study. The first question sought to explore how teachers’ beliefs and practices are shaped by the implementation of Interactive Whiteboards (IWBs). The second question investigated how the implementation of Interactive Whiteboards influenced what counted as Multiliteracies. To provide answers to these questions teachers’ beliefs and practices were documented and described as they implemented IWBs for the teaching of literacy. Drawing on the work of Argyris & Schon (1974), teachers’ espoused beliefs were compared to their enacted practices. Finally, collective meanings of multiliterate practices were explored during the classroom interactions amongst teachers, students and the IWB.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Gagum, Kyung Lee, and Kyung Lee Gagum. "The Manga Boom: The Recent Fairy-Tale Transculturation Between Germany and East Asia." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624539.
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This dissertation critically investigates how German culture is transculturated in Japan and in South Korea and then reproduced in a new form of manga/manhwa. These visual representations are evidence of a long history of German literary transculturation amid Japanese and Korean reading culture. Beginning with moral education materials in the 1880s, I trace the widespread reception of Grimms' fairy tales in East Asia and argue that the success of the translations of the tales was due to the particularly successful fusion of Confucian values with the Western story form. German literature first entered the Japanese reading culture through the Grimms' fairytales as a moral education tool. The reading reception shifted from educational space to private space and Japanese reader began to enjoy the Grimms' fairytales outside of the classroom, which contributed to the spread of German literature. This led to a veritable Grimm boom at the end of the twentieth century, including a corpus of critical analysis by Asian scholars and fairy tale retellings from feminist perspectives that creatively fuse ideas of East and West. The globalization of manga, in turn, contributed to the scholarly discourse in the West, which nourished a rethinking and redeployment of complex borrowing practices between Asian and German literatures. From the impact of Grimms' fairy tales, I trace the reception of the German literature in the Japanese pop literature medium manga and analyze Grimms Manga by the Japanese manga artist Kei Isiyama. Grimms' fairy tales paved the way for the entry of German literature and I investigate Yoko Tawada's works, who writes in Japanese and in German and incorporates fairy tale tropes and the legacy of German romanticism in the age of transnational globalization through her visual descriptive writing. I examine the Japanese author Kouhei Kadono, whose works, I claim, display the romantic themes of the German Romantics and Richard Wagner's nationalistic ideological views of societal changes. I then shift from German literature' influence in Japan to South Korea and I juxtapose the manhwa The Tarot Café with Goethe's Faust to investigate gender roles. After displaying German transculturation in the selected works, I argue that manga contributes to the German classroom as part of a multiliteracies framework in a collegiate language classroom.
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Schaenen, Inda Lynn. "Structure and flow toward an organic approach to critical multiliteracies in a writing workshop /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2010. http://etd.umsl.edu/r4481.
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Baker, Samantha Lee. "Development of the MEAL framework: A multiliteracies approach to engaging adolescents in nutrition education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1967.
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Establishing and maintaining a healthy diet is integral in promoting optimal health, growth and development. Moreover, the food choices we make and dietary behaviours we adopt are a reflection of the multiple personal, interpersonal and environmental factors to which we are exposed. Consequently, changing food habits and dietary behaviour is complex and requires the implementation of multifaceted public health strategies. Comprehensive nutrition education provided to adolescents during their school years is one such approach.
Adolescence is a period of rapid psychological and physiological changes. At a socioemotional level, there is a decreased level of dependence on parents and a greater influence from peers and the environment. As a consequence, adolescents tend to be exposed to a plethora of well-marketed and advertised unhealthy foods. These changes can lead to the development of unhealthy dietary behaviours. At a cognitive level, however, adolescence is also marked as a time when the brain is malleable and the ability to process information and reason accelerates. During this period, adolescents develop the capability of thinking in abstract terms and simultaneously consider different perspectives towards an idea. Therefore, this stage of life provides a unique opportunity for learning and skill development relating to food and nutrition. Further, delivering nutrition education within the school setting is one of the most effective environments to educate and promote healthy food habits and behaviours.
The aim of this study was to develop a framework demonstrating the interaction between student engagement and effective pedagogy, and how these constructs can be utilised in an adolescent nutrition education context. This framework will enable teachers, curriculum writers and academics to develop food and nutrition lessons for year 7-8 students, which acknowledge student engagement and effective pedagogy as a key focal point.
A generic qualitative research approach was employed and comprised of three sequential phases. The first phase involved an extensive literature review, establishment of a project reference group and qualitative protocol development. The second phase included a series of student focus groups and teacher interviews across six Western Australian non-government schools. Using thematic data analysis, focus group and interview transcripts were analysed which resulted in the development of ten key themes. These data analyses, coupled with literature review findings, informed phase three; the development of a framework that is relevant and practical to an Australian nutrition education context. This framework was then reviewed and refined by the project reference group and led to the finalised Multiliteracies approach, Engagement focused, Adolescent specific Lesson planning (MEAL) framework.
The MEAL framework and its accompanying guidelines and resources provide a valuable addition to the adolescent nutrition education resources available to Australian teachers. It is anticipated the uptake and use of this framework, will provide teachers with the confidence in knowing their planned lessons have been guided by education and public health research. Moreover, through the implementation of the MEAL framework, teachers have the capacity to contribute towards a positive change in how nutrition education is planned and delivered in the schooling environment and contribute to the overall health outcomes of Australian adolescents.
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Cerigatto, Mariana Pícaro [UNESP]. "Diálogos possíveis entre competências informacional e midiática: revisão da literatura e posicionamento de instituições da área." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153455.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A cultura da participação, promovida pelas tecnologias digitais, renova o cenário da informação e da comunicação, assim como faz surgir demandas inéditas de alfabetização. Com a disponibilidade de diferentes conteúdos e informações, surgem novos desafios à área de competência informacional. Este estudo contribui para acrescer respaldo teórico à competência informacional no ambiente vivenciado das novas tecnologias, identificando as contribuições da competência midiática para a caracterização e avaliação crítica de conteúdos midiáticos enquanto fonte de informação, disseminados diariamente na internet. A pesquisa foi desenvolvida através de um levantamento sistemático da literatura científica da área de competência informacional (information literacy) e de competência midiática (media literacy), através de pesquisa bibliográfica. Também foram analisados documentos de entidades internacionais significativas da área para levantar a visão dessas instituições quanto à articulação das duas áreas, qual a noção de competência midiática que se faz, entre outras categorias. Os documentos foram selecionados a partir da sua relevância para a temática, por meio de busca nos sites oficiais das instituições. Foram priorizados documentos com data mais atual e que inserem a competência informacional também em contexto acadêmico. Os dados levantados foram analisados de forma qualitativa, utilizando-se a análise de conteúdo. Os resultados gerais apontam que, apesar das duas áreas possuírem origens e desenvolvimento acadêmico muito distintas, ambas possuem objetivos em comum e que poderiam, em um projeto conjunto, contribuir para o desenvolvimento de competências no cenário digital, principalmente. Identificou-se que a information literacy não incorporou em seus estudos e projetos aplicados a compreensão crítica da informação em diversos contextos, especialmente no que se refere à avaliação de conteúdos que não estão restritos somente a ambientes acadêmicos. A pesquisa evidencia a necessidade da área olhar para os diversos conteúdos produzidos fora dos muros das universidades, tais como os conteúdos midiáticos difundidos na internet, e também das mídias tradicionais. Foram identificadas algumas lacunas quanto à atualização do conceito de fonte de informação e à necessidade de aprimorar critérios de avaliação diante conteúdos acessados diariamente pela população nas redes sociais, por exemplo. A avaliação pode recorrer a critérios desenvolvidos pela media literacy, por exemplo, para uma análise mais crítica. O distanciamento entre a informatio literacy e a media literacy é confirmado no levantamento de pesquisas sobre a articulação dos dois campos e ainda na análise de documentos de competência informacional que, apesar de considerarem as mídias como objetos de estudo e relevantes fontes de informação, quase não há recomendações sobre como se deve trabalhar com elas dentro de uma proposta de desenvolvimento de letramento informacional. Foi possível reforçar cenários de alfabetização em que a articulação e os conhecimentos das duas áreas são indispensáveis. Acredita-se que a tese possa colaborar com o fortalecimento teórico da área de competência informacional em trabalhos aplicados, para que alcancem um melhor preparo dos indivíduos para lidarem com as mídias enquanto fonte de informação, em particular no contexto escolar.
The culture of participation, promoted by digital technologies, renews the information and communication scenario, as well as unprecedented demands for literacy. With the availability of different contents, the great availability of information, among other recent phenomena on the Internet, new challenges arise in the area of information literacy. This study contributes to increase theoretical support for informational competence in the new technologies and culture of participation, identifying the contributions of media competence for the characterization and critical evaluation of media contents as a source of information, disseminated daily on the internet. The research was developed through a systematic survey of the scientific literature in the area of information literacy and media literacy, through bibliographic research. Also analyzed were documents of significant international entities of the area to raise the vision of these institutions regarding the articulation of the two areas, what is the notion of media competence that is done, among other categories. The documents were selected based on their relevance to the theme, through search of the official sites of the institutions. Priority was given to documents with a more current date that include informational competence in an academic context. The collected data were analyzed in a qualitative way, using content analysis. The general results indicate that, although the two areas have very different origins and academic development, both have common objectives and could, in a joint project, contribute to the development of skills in the digital scenario, mainly. It was identified that information literacy did not incorporate in its studies and applied projects the critical understanding of the information in diverse contexts, especially with respect to the evaluation of contents that are not restricted only to academic environments. The research evidences the need of the area to look at the diverse contents produced outside the university walls, such as the media contents spread on the internet, as well as traditional media. Some gaps have been identified as updating the concept of information source and the need to improve evaluation criteria against content accessed daily by the population in social networks, for example. The evaluation may use criteria developed by media literacy, for example, for a more critical analysis. The distance between informatio literacy and media literacy is confirmed in the survey of the articulation of the two fields and also in the analysis of documents of informational competence that, although they consider the media as objects of study and relevant sources of information, there are few recommendations on how to work with them within an information literacy development proposal. It was possible to reinforce literacy scenarios in which the articulation and knowledge of the two areas are indispensable. It is believed that the thesis can collaborate with the theoretical strengthening of the area of informational competence in applied works, so that they can better prepare individuals to deal with the media as a source of information, particularly in the school context.
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Everett, Tammy Ewing. "Multiliteracies in early childhood education the modes and media of communication by first grade students /." Diss., Thesis supplements, 2006. http://ir.uiowa.edu/etd/91.
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Ng, Elizabeth. "The influence of technology-mediated learning on junior secondary students' multiliteracies development in Hong Kong." Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/73af983e-4c29-4b9b-bf41-f681d28b217b.
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Globalization and technological advancement in recent decades have led to a re- conceptualization of literacy as well as calls for the development of new literacy pedagogies. Concerns over whether school literacy instruction and practices best prepare learners for the 21st century have resulted to a growing body of research on academic efficacy (Mills 2010), although the issue might have been examined more in theory than in practice (Miller and McVee 2012). Grounded in socio-cultural theories and literature on research-informed pedagogic approaches, this dissertation examines how technology-mediated learning in a multimodal workshop setting influences junior secondary students’ multiliteracies development in Hong Kong. The study is aimed to address the research gap of examining new literacy pedagogies from a teacher’s perspective, and seeks to examine the challenges of promoting multiliteracies while developing new literacy pedagogies. This study took the form of ten after-school multimodal workshops with twenty-one Year-Six students in a bilingual school in Hong Kong. Multiple data including the student participants’ multimodal texts, field notes, workshop journals, and post-workshop interviews were collected. Textual and semiotic analyses were conducted on the students’ multimodal texts to provide a nuanced understanding of their multiliteracies. A thematic analysis was conducted on the rest of the data for an identification of the influences that might have affected literacy development during the workshops. The findings suggest that workshop tasks, socio-semiotic mediation, learner subjectivity, as well as challenges of technology-mediated learning, helped shape the context, process, and outcomes of learning. Insights gained from this study suggest that a critical re-framing of technology-mediated learning founded upon students’ prior learning, foregrounding multimodality, connecting school-based learning to learners’ lifeworld, and addressing tensions between school practices and multiliteracies development might help facilitate coherent, sustainable multiliteracies development in schools.
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Cavalcante, Andrea Pinheiro Paiva. "Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13273.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃnÃo hÃ
The research takes as its starting point the uses of laptops in the classroom, from Project One Computer per Student in the Middle and High School Flor de Maravilha in Fortaleza. Through an ethnographic approach (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; ANDRÃ, 2010, 1995), with multifaceted character (ARDOINO, 1995) we seek to listen the constellations of experiences that make up such âevents multiliteraciesâ at school when youth cultures deal with digital and communication technologies to answer the question: how the use of laptop, in the context of school, fosters youth multiliteracies experiences? Were taken as units of analysis, âevents of multiliteraciesâ involving reading situations, writing and photographic production, performed in 2013 in the 6th grade classes. The theoretical framework presents the main aspects Pedagogy of Multiliteracies (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO, 2012; 2013) and Youth Cultures (PAIS, 2003). For Pedagogy of Multiliteracies is necessary to articulate, in the learning process, the multiplicity of communication media and the cultural and linguistic diversity of students, recognizing their subjectivities. In view of the studies of Youth Cultures, the modes of being young are composed of multiple forms, whether in relations between peers, language, ways of dressing and behaving, which vary according to the socio-economic conditions of youths. The contribution of Mead (2006) is central to understanding that prevails in contemporary pre-figurative culture whose hallmark is the fact that adults learn from children, unlike the primitive cultures, post - figurative, where knowledge was transmitted from older to younger. The analysis of "events of multiliteracies" pointed, among other things, the importance of recognizing that new ways of learning are made possible by the use of computers in the classroom, from the dimensions of "contextualized learning" and "transformative practice" proposals by the Pedagogy of Multiliteracies; the computer in the classroom needs to be seen more as a social practice rather than technology (Rodrigues, 2009) and which is necessary to overcome the belief that children have an innate competence to deal with the technological artifacts (FANTIN, 2012; BUCKINGHAM , 2007).
A pesquisa toma como ponto de partida o uso do laptop na sala de aula, a partir do Projeto Um Computador por Aluno, na Escola de Ensino Fundamental e MÃdio Flor de Maravilha, em Fortaleza. Mediante de uma abordagem etnogrÃfica (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; 2010; ANDRÃ, 1995), com carÃter multirreferencial (ARDOINO, 1995) procura-se auscultar as constelaÃÃes de experiÃncias que se compÃem como âeventos de multiletramentosâ na escola, quando as culturas juvenis lidam com as tecnologias digitais e comunicacionais para responder à pergunta: como o uso do laptop, no contexto da escola, favorece as experiÃncias de multiletramentos dos jovens? Foram tomados como unidades de anÃlise eventos de multiletramentos envolvendo situaÃÃes de leitura, escrita e produÃÃo fotogrÃfica, realizados em 2013 nas turmas dos 6 anos. O quadro teÃrico traz como principais vertentes a Pedagogia dos Multiletramentos (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO 2012; 2013) e das Culturas Juvenis (PAIS, 2003). Para a Pedagogia dos Multiletramentos, à preciso articular, na aprendizagem, a multiplicidade de canais de comunicaÃÃo e de mÃdias Ãs diversidades culturais e linguÃsticas dos estudantes, reconhecendo suas subjetividades. Na perspectiva dos estudos das Culturas Juvenis, os modos de ser jovem sÃo constituÃdos de mÃltiplas formas, seja nas relaÃÃes entre os pares, na linguagem, nas formas de vestir e de se comportar, que variam conforme as condiÃÃes socioeconÃmicas das juventudes. A contribuiÃÃo de Mead (2006) à central para compreender que na contemporaneidade predomina a cultura prÃ-figurativa cuja marca à o fato de os adultos aprenderem com as crianÃas, diferentemente das culturas primitivas, pÃs figurativas, em que o conhecimento era transmitido dos mais velhos para os mais jovens. A anÃlise dos âeventos de multiletramentosâ apontou, entre outras coisas, para a importÃncia de se reconhecer que novas formas de aprender sÃo possibilitadas pelo uso do computador na sala de aula, com suporte das dimensÃes da âaprendizagem contextualizadaâ e da âprÃtica transformadoraâ propostas pela Pedagogia dos Multiletramentos; que o computador na sala de aula precisa ser encarado mais como prÃtica social do que como tecnologia (RODRIGUES, 2009) e que à necessÃrio superar a crenÃa de que as crianÃas possuem uma competÃncia inata para lidar com os artefatos tecnolÃgicos (FANTIN, 2012; BUCKINGHAM, 2007).
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Gardiner, Veronica. "Multiliteracies book club: A participatory context for Australian public primary school teachers to negotiate literacy." Thesis, Gardiner, Veronica ORCID: 0000-0002-8638-5487 (2014) Multiliteracies book club: A participatory context for Australian public primary school teachers to negotiate literacy. Masters by Research thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24853/.
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This study aimed to explore and influence how Australian public primary school teachers evolve literacy understandings and perspectives, in relation to rapidly changing twenty-first century communication. Acknowledging a variety of theoretical commentary and research literature, the study argues that Australian literacy teaching and learning is currently oriented towards standardised and print-focused approaches, inscribed on teachers' pedagogies through transmissive professional learning and print-oriented curriculum reform. As an alternative, the present research drew on a theoretical framework incorporating multiliteracies theory, community of practice theory and critical perspectives on professional learning, to explore how discourses of multiliteracies can be fostered in a teacher book club involving multimodal texts.
A qualitative case study explored a small group of seven public primary school teachers' voiced perspectives about literacy and professional learning, and how they participated in facilitated multiliteracies knowledge processes, during five monthly book club meetings. To interpret teachers' evolving perspectives and knowledge/s and changing social participation in the book club, critical discourse analysis was applied to chronological transcripts of discursive data. The analysis highlighted how these seven teachers identified constraints on multiliteracies pedagogy in the wider educational context, and engaged in recursive and collaborative negotiation of multiliteracies discourse. In particular, analysis showcased four teachers' emerging orientation to self-sourced digital texts and shifts to peer-led collaborative inquiry. During final reflective discussion, three teachers associated responsive opportunities in the book club with their expanded conception of literacy and interest-driven professional learning. Findings of this study support theorised relationships between multiliteracies and community of practice processes. Additionally, interpretive discussion elaborates how these teachers shaped book club experiences around peer-relevant needs and interests, by recruiting intercontextual resources. Together, results indicate that the book club format fosters teachers' participatory professional learning for multiliteracies.
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Mahar, Donna. "'I am not a number, I'm a free man' suburban adolescents, multiliteracies, and tactics of resistance /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Richardson, Diane Fern, and Diane Fern Richardson. "Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621855.
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One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach to language and literature instruction, that is, one that fosters critical awareness on multiple levels and prepares learners to be globally-connected and engaged citizens (MLA, 2007; Swaffar & Urlaub, 2014). Major contributions for achieving these goals have come from an array of pedagogical approaches that share in common their focus on language as a resource for making socially and symbolically rich meanings that do more than convey facts or express objectives. These include those designated as multiliteracies and genre-based approaches, as well as those that promote intercultural, symbolic and literary competencies as integral to the language learning experience. All of these frameworks acknowledge to some extent the fact that ambiguity-understood here as the multiplicity, indeterminacy, or destabilization of meaning-characterizes language itself and thus also our day-to-day and global communication, as well as the experience and process of FL learning. This dissertation, based on a qualitative classroom-based research study, considers how ambiguity can more be comprehensively integrated into FL learning and in particular into text-oriented teaching practices. The approach taken was a pedagogy that embraces ambiguity by providing learners and educators with strategies for navigating the moments of indeterminacy, uncertainty, and doubt that they will inevitably encounter in and out of the FL classroom. The study, set in an intermediate German language and culture course at a large public university, investigates 1) how to incorporate and assess moments of ambiguity more comprehensively across the curriculum and 2) how learners responded to various encounters with ambiguity, including ambiguity of genre, perspective, and silence. Data analysis revealed that purposeful integration of induced ambiguity can facilitate more comfort with those three dimensions and that it complements the principles of a multiliteracies-based FL pedagogy.
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McGilp, Emma L. "A dialogic journey into exploring multiliteracies in translation for children and a researcher in international picturebooks." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8242/.
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In today’s increasingly digitised world, we communicate both locally and globally across different languages, modes and media. Since the New London Group’s (1996) seminal ‘Pedagogy of Multiliteracies’ some twenty years ago, there have been further significant developments in the way we communicate, with the 21st century considered ‘the great age of translation’ (Bassnett 2014:1). Yet despite the increasing number of multilingual, multimodal texts we encounter, classrooms continue to teach traditional, monolingual print-based models of literacy. This research is therefore primarily in response to this rapidly evolving context, with a curiosity as to how international picturebooks might develop the skills learners need to succeed both now and in the future. The research process has been a journey comprising two separate phases of empirical study as I have sought to find out the best way to approach this topic. My initial focus, Phase One, was exploring the visual literacy skills of EAL learners and I completed a project in a primary school in Glasgow. As a result of the emerging findings, the research then changed in two ways – to a whole class approach comprising both bilingual and monolingual learners, and to a focus on translation. Phase Two comprised two whole class projects in the Scottish Borders, with my overarching question: How can translating both the verbal and visual in international picturebooks develop the multiliteracies learners require in the 21st century? In my discussions of multiliteracies, I have focused on four different areas: visual, critical, digital and intercultural literacies. Learners’ visual literacy skills were developed through their recognition of the cultural codes in visuals. Their critical literacies were developed through the recognition of power in texts, through deconstructing and reconstructing texts and seeking multiple perspectives. Digital literacies were improved through the critical retrieval of information online and through using tools such as Google Translate and, like Gilster (1997), I have suggested a key component of digital literacies is having an open mind as to the possibilities of emerging technologies. I also argue that intercultural literacy should be included under the umbrella of multiliteracies, in order to provide learners with the tools to navigate the increasingly multilingual, multicultural spaces they are likely to encounter, and offer tentative findings which show how translating international picturebooks has helped to develop these skills and attitudes. Prior to concluding the thesis, I briefly consider alternative lenses for the research, in particular Critical Race Theory, identity and translingualism. I then sum up the project in Chapter 11 and make some key recommendations, including the need for multiliteracies to be explicitly acknowledged in the curriculum and for international picturebooks, including those in the first languages (L1s) of the bilingual learners, to be introduced into classrooms to challenge the dominance of English and ‘what counts’ as reading. Alongside a discussion as to the limitations of the research and possible future directions, the thesis concludes with a call for both academics and educators to consider how the gap between research and practice might be reduced, to enable research such as this to have an impact on today’s literacy learners.
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Sabra, Houda. "Cracking the Conventional: Journeying Through a Bricolage of Multiliteracies In an International Languages School In Canada." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40419.
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Multiliteracies theory extends the notion of literacy well beyond the traditional linear text-based definition of reading and writing (New London Group, 1996). It addresses the saliency of cultural and linguistic diversity and the multiplicity of communication channels and media available in our rapidly changing world. Multiliteracies involve engagement with multiple design modes, linguistic, visual, audio, gestural, spatial, and multimodal being a combination of the different modes. This research emerged from the need to open a space for students in an international languages school teaching Arabic language to engage in creative, aesthetic, alternative, and multimodal forms of literacy that involve the integration of the various semiotic resources in their meaning-making and design of texts. It is about a lived teaching-learning journey that draws on the concept of living pedagogy and dwelling in the in-between spaces of curriculum-as-plan and curriculum-as-live(d) (Aoki, 1991). In this research journey, I share the possibilities that opened up when students between the age of eleven and fourteen years old engaged with multiliteracies in an international languages classroom that teaches heritage language.
This research journey also presents how the participative type of inquiry and collaboration between the researcher and classroom teacher contributed to the enhancement of their knowledge and learning about multiliteracies practices. After listening to and discussing a literary text presented by the teacher, students responded by creating their own texts to show their understanding of the narrative genre. They produced multimodal arts-based (Barton, 2014; Sanders & Albers, 2010) and digital based texts (Knobel & Lankshear, 2013). Through a multiliteracies/multimodalities theoretical, epistemological, and methodological perspective (Albers, 2007; Jewitt & Kress, 2008; Morawski, 2012; Rowsell, 2013), and drawing from approaches such as participatory action research (Chevalier & Buckles, 2013), and bricolage (Kincheloe, 2004), I developed this research story through a process of braiding and interweaving of various modes of texts and genres to produce a métissage (Hasebe-Ludt, Chambers, & Leggo, 2009) of the live(d) narratives of my research praxis. This inquiry offers a glimpse as to how opening the space for creative approaches in the teaching of literacy engages students in the design of texts using both linguistic and non-linguistic semiotic resources and incorporating multiple modes of representation from which they produce arts, digital, and multimodal texts.
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Cloonan, Anne, and anne cloonan@deakin edu au. "The Professional Learning of Teachers A Case Study of Multiliteracies Teaching in the Early Years of Schooling." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080716.161254.
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This study is a response to shifts in literacy education produced by the new affordances of multimodal texts and changing social dynamics as a consequence of an increasingly digitised, networked communications environment. Acknowledging the powerful influence of the teacher on student outcomes, the study involved intervention in teacher professional learning as a means for influencing print based literacy pedagogy to incorporate multimodality literacy practices. This study is a case study of the professional learning of four teachers of primary school students over the course of eight months in a workplace based research project instigated by the researcher in her role reviewing early years literacy policy, programs and resources within the Department of Education, Victoria. Professional learning interventions deployed within a participatory action research methodology were found to be efficacious in involving case study teachers as researchers of their own practice and in enhancing teachers' professionalism in the operationalisation of multiliteracies. They also had the effect of impacting on professional knowledge, practice and identity. The study indicates that schemas emanating from the New London Group's multiliteracies theory acted as stimuli for expanding teacher repertoires of multimodality pedagogies, thereby addressing disjunctures between digitised multimodal literacy and the existing print based literacy pedagogical knowledge. The deployment of a 'multimodal schema' influenced teachers to expand the modes of meaning taught as literacy meaning-making resources. Deployment of a 'pedagogical knowledge processes schema' influenced teachers' reflective practices resulting in more knowing and purposeful pedagogical practices. Used as an analytical tool, a 'dimensions of meaning schema' also illustrated patterns in teachers' choices, revealing an arbitrary character in the development of a metalanguage for different modes of meaning making. Recommendations arising from the study addressed the areas of educational consultancy; educational filming; literacy policy development; multimodality; pedagogical knowledge processes; and participatory action research methodology. Future research agendas indicated by the findings were presented.
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Prestridge, Sarah. "Models of Teacher Information and Communication Technologies (ICT) Professional Development that Empower Multiliterate Classroom Practices." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367437.
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This thesis is concerned with examining principles underlying ICT professional development that can enable teachers to change their pedagogical beliefs and practices. In this study an ICT professional development model considered effective for its transforming potential is produced from the literature reviewed. This tentative theoretical model provides structure for the research design and analysis of data. An amended ICT professional development model that identifies a dynamic interplay of three professional learning activities within a core reflective process is presented as an approach to ICT professional development that enables teachers to see the transforming possibilities of ICT and guide changes in teachers’ beliefs and practices.
The research responds to an unmet need in the literature on ICT in learning and the concept of multiliteracies. Scholars in these fields acknowledge the impact of new technologies on contemporary education through discussion of new communication patterns that young people are engaging in, globalisation and cultural change, and the characteristics of today’s students who are growing up immersed in digital worlds. This has led to the realisation that teachers’ pedagogy needs to be transformed rather than making adaptations to teaching practices to accommodate ICT in learning. The study explores the idea of a transformed pedagogy that effectively infuses ICT in learning as an outcome of the implementation of an ICT professional development model. A transformed pedagogy requires ICT professional development to engage teachers with transforming intention. Models of ICT professional development have been found to focus on ‘re-tooling’ intentions, that is they intend to augment the existing curriculum by developing teachers’ competencies in ICT skills focusing on specific types of ICT applications. What is called for by the concept of multiliteracies and the needs of our digital clients is the move to a model that will enable teachers to see the transforming possibilities of ICT.
Working with teachers from the Suncoast Cyberschools, the implementation of the theoretical ICT professional development model was examined in two stages. In Stage 1 teachers were interviewed and observed to establish their existing beliefs and practices in regard to ICT in learning, multiliteracies and ICT professional development. These data had an informing role in the collaborative design of an ICT professional development activity for implementation and examination through action research methods in Stage 2.
Conceptualising a transformed pedagogy and transformative ICT professional development are the purposes of this study. The desired outcome of ICT professional development is to enable teachers to transform their pedagogy. Indication of movement towards a transformed pedagogy was found when teachers embraced pedagogical beliefs and practices representative of three guiding ideas: mindset, bifurcation of literate practices and the infusion of ICT. Mindset refers to a particular way of thinking about and living with technologies. A teacher displaying a digital mindset understands the ubiquitous fashion in which today’s students access technology and caters for these different learning needs. The bifurcation of literate practices identifies the need for teachers to acknowledge students as users and creators of information rather than consumers and receivers of information. This is evident when teachers collaborate with their students to create knowledge through complex learning tasks. Lastly, the infusion of ICT refers to the way teachers use ICT in learning. The infusion of ICT was characterised by a learner-centred pedagogy that blends instructional and constructivist teaching approaches, where ICT are transparent to the learner and seamlessly integrated in learning experiences.
To enable a teacher to move towards a transformed pedagogy that effectively infuses ICT in learning, a dynamic interplay of three professional learning activities is required during ICT professional development. The three professional learning activities of investigation, reflection and constructive dialogue together form a core reflective process. This thesis argues that teachers can transform their pedagogical beliefs and practices when ICT professional development involves these activities within a core reflective process. It has been found that the greatest potential for pedagogical transformation is achieved when the interplay of the three professional learning activities requires a teacher to focus on pedagogical investigation, making ICT skill training contingent on classroom inquiry. Classroom investigation occurs simultaneously as teachers engage in verbal reflection supported by their written reflection. This can be actioned when required through critical discourse with peers and critical friends in collegial groups internal and external to the teacher’s classroom. Elements internal to the school such as leadership, school vision and structures, and elements external to the school such as experts and workshops or events are linked to activities in the core reflective process.
The finding that a transformative approach to ICT professional development requires the dynamic interplay of three professional learning activities has important implications for the design of teacher ICT professional development. The capacity to enable teachers to transform their practice is reduced if any one of the three professional learning activities is not present during ICT professional development. The capacity for transformation is also reduced if teachers are unable to engage when required with each of the professional learning activities. The understandings that emerged in regard to defining a transformed pedagogy in which teachers effectively infuse ICT in classrooms provides scholars, educators and curriculum designers a further framework for thinking about ICT pedagogy. This study presents to classroom teachers a means of systematically changing their practice.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
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Bridgewater, Matthew. "Writing in the Age of Mobile: Smartphone and Tablet Multiliteracies and Their Implications for Writing as Process." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1386939727.
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Hamlett, Brenda. "Confidence and competence : developing the mathematical literacy of primary education students in context of a multiliteracies unit." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/597.
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In order to be effective teachers of mathematics in primary schools, pre-service teachers need to be competent in the relevant curriculum content. In addition, many of them enter university education degree courses with relatively low levels of confidence in mathematics. This research examined the efficacy of a newly developed first year core unit, entitled Becoming Multiliterate, in developing competence and confidence in mathematics amongst students enrolled in BEd degrees in primary and early childhood education who were identified as lacking in one or both areas. Staff members who taught into the unit were conscious of the need to identify shortcomings in a way that did not adversely affect students’ attitudes and confidence and adopted a CRC (Comment, Recommend, Commend) approach during their interactions with students.Students enrolled in the unit completed a diagnostic assessment in the first week and the results of this were used to determine the extent to which concerns about competence were well founded and to enable targeted support to be provided. Students also indicated how confident they felt that they had answered the questions correctly and this data enabled staff to identify and support students whose confidence levels were low or, in some cases, unrealistically high. Students who did not reach the required benchmark then completed a three week mathematics module (one of four comprising the unit) which included tutor assistance, online resources and access to text based and hands on activities. Following this intervention, students had multiple opportunities to sit an exit assessment and any changes in performance were used to determine the efficacy or otherwise of the module materials and approach. Students were also surveyed at the start of the following semester to identify any changes in confidence levels.On entry to the unit student competence and confidence levels were lower than was acceptable for effective teaching of primary mathematics, with some variations between genders and between those enrolled in the primary and early childhood degrees. However, there was no significant variation across age groups despite expectations that mature age students would have lower skill and confidence levels. Particular areas of weakness were noted in the Measurement questions and some aspects of Number.Following the intervention, student performance levels improved significantly and confidence levels were maintained or improved.
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Chauvin, B. A. "How a Museum Exhibit Functions as a Literacy Event for Viewers." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/301.
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The purpose of this study was to investigate museum learning by describing the experiences of selected museum visitors who viewed a specified exhibit. The research question is: How does a museum exhibit function as a literacy event for viewers? The responses to interview questions described what viewing was like for two subjects. The paradigm for this research is New Literacy Studies (NLS). NLS considers the cultural issues surrounding literacy experiences. NLS assumes that language arts reflect cultural differences and literacy involves the process of constructing meaning (Barton, Hamilton, & Ivanic, 2000; Gee, 2000; Street, 1995). This model of literacy considers three factors of literacy: the literacy practice, the literacy event and the text (Barton & Hamilton, 2000). The literacy practice for this dissertation was museum visiting. The literacy event was viewing one museum exhibit. Through research in multiliteracies (Cope & Kalantzis, 2000), objects and written discourse constituted the text. Two high school subjects spent 15 minutes viewing a specified exhibit on separate occasions. They were asked seven questions designed to aid their recall. The Contextual Model of Learning (Falk & Dierking, 2000) was used for describing the phenomenon and for the analyses of the data. The Contextual Model of Learning describes museum learning as the interaction of three spheres: the Physical Context, the Personal Context, and the Socio-cultural Context. The Physical Context was analyzed through narrative description, the Personal Context through micro-analysis (Corbin, 1998; Miles & Huberman, 1994), and the Socio-cultural Context through Critical Discourse Analysis (Fairclough, 1995; Meyer, 2001; van Dijk, 2001; Wodak, 2001). The results show the Physical Context of a museum exhibit facilitates viewers in accessing their Personal and Socio-cultural Contexts to make meaning. The data indicated the subjects of this study formed global concepts, supported main ideas with specific details, constructed cause and effect relationships, formed comparisons, and engaged in other types of cognitive behaviors as they interacted with the text. The results also indicated that the Contextual Model of Learning would best describe the literacy event if the model showed the dominance of the Personal and Socio-cultural Contexts over the Physical Contents.
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Moore, Kristen Renee. "(Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185472427.
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Meredith, Kimberly Janine. ""We speak the language of changemakers" : critical pedagogies and transformative multiliteracies in a community of practice beyond ESL." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50900.
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As educators face the challenge of preparing students for local and global citizenship in societies marked by such cultural and linguistic complexity that researchers have labeled them “super-diverse” (Blommaert & Rampton, 2011; Vertovec, 2007), older models of English as a Second Language instruction that aimed at the assimilation of non-English speakers into English-dominant societies are giving way to a new wave of pedagogical approaches including multiliteracies (New London Group, 2000) and pluriliteracies (Lin, 2013; Taylor & Snoddon, 2013) that recognize—and create citizens who recognize—the value of linguistic diversity, the necessity of critical linguistic awareness, and the possibility for linguistic inclusion and transformative change. My research investigates the meaning-making practices and identities of linguistically-diverse youth engaged in transformative multiliteracies pedagogies (Cummins, 2009) at an international seminar on youth leadership for social change. In an alternative international education setting, this study explores what is possible in terms of pedagogy, practice, and policy when we move beyond “ESL”/ “Native English Speaker” to include the plurilingual and multimodal resources, identities and practices of all participants.
This study takes a critical approach to language and literacy pedagogy (Morgan & Ramanathan, 2005; Janks, 2010; Norton & Toohey, 2011), multilingualism (Blackledge & Creese, 2010; Alim 2010), plurilingualism (Lin, 2013), and language learning (Norton & Toohey, 2004). In addition, this investigation takes a community of practice approach to learning and competency (Lave & Wenger, 1991; Wenger, 1999) and a social practice approach to identity (Norton, 2000, 2013) and language (Pennycook, 2010a; Blackledge & Creese, 2010).
This critical ethnography (Anderson, 1989; Carspecken, 2001; Talmy, 2010a) draws on a small stories (Bamberg & Georgakopoulou, 2008) narrative approach and a Bakhtinian (1981) discourse analysis to investigate the communicative practices and identity positionings of linguistically diverse youth. Video ethnography (Heath, Hindmarsh, & Luff, 2010) and interview as a social practice (Talmy, 2010c) were used to approach the rich discursive practices of the community as the participants engaged in activities that encourage and explore diversity, access, power, and design—the four interconnected elements of Janks’ (2009) critical literacy framework.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Savva, Stefania. "The potential of a museum-school partnership to support diversity and multiliteracies-based pedagogy for the 21st century." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38818.
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This thesis has two aims equally significant: firstly to explore the potential of an instructional approach for developing museum-school partnerships that would empower the multiliteracies experiences of diverse students; second to reveal the fine details of the performances deriving from these experiences. The focus is on the experiences of 4 schoolteachers, 2 museum educators and 36 primary students aged 10-12 years old in the island of Cyprus. The conceptual backdrop draws from the field of New Literacy Studies, the proposed Museum Multiliteracies Practice (MMP) framework derived from the multiliteracies pedagogy of the New London Group, the Learning by Design Model adapted from Cope and Kalantzis and Schwartz’s museum based pedagogy. A design-based research (DBR) methodology was utilised to undertake the research using both qualitative and quantitative data collection methods and analysis. The research unfolded in three phases: the preliminary stage, the prototyping stage and the assessment stage. The thesis presents the design, enactment and evaluation of the Living Museum Partnership (LMP), a programme unfolded in 13 weeks for the construction of a student-generated virtual museum to support environmental education curriculum. The study contributes to an underexplored area of theory, research and practice towards fulfilling the vision of designing, implementing and evaluating museum-school partnerships for the 21st-century. Also, the research contributes to a growing field of study on theory-based museum learning practice that draws on inclusive pedagogies, in particular for culturally and linguistically diverse students. Finally, the research contributes to developing multimodal tools for empirical research. Findings from classroom observations as a participant observer and action researcher as the museum educator implementing the programme, semi-structured and focus group interviews, and questionnaires indicated that the LMP unfolded in an effective manner. Students’ repertoires of literacy were enhanced as they engaged in the learning process as active designers and multimodal learners.
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Medhurst, Nigel Stephen. "Uses and meanings of multiliteracies in a community of learners : student responses and practices in an online teaching module." Thesis, King's College London (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518765.
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Triplett-Stewart, Yolanda M. "Intertextuality, Multiliteracies, and a Double-Edged Sword: Urban Adolescent African American Males’ Perceptions of Enabling Texts, Pedagogies, and Contexts." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429719768.
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Michelson, Kristen E., and Kristen E. Michelson. "Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560942.
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Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources as they combine within oral and written textual genres to fulfill particular social goals within a given cultural context (Gee, 1998, 2012; Cope & Kalantzis, 2000; Kern, 2000; Kramsch, 1993, 1995; New London Group, 1996). These more recent views of literacy have important implications for foreign language (FL) teaching, and call for pedagogies which promote language learning as a socially and culturally situated practice. Despite this, lower level FL teaching in the US continues to feature instructional practices that promote decontextualized, transactional language usage with attention skewed toward oral communication (Byrnes, Maxim, & Norris, 2010; Kern & Schultz, 2005; Schulz, 2006) through materials that locate conversations in students' own contexts rather than in target language discourse contexts (Liddicoat, 2000; Magnan, 2008b). Further, foreign language (FL) departments contain bifurcated curricula where lower-level (LL) courses rooted in instrumental views of language focus on skills of communication, and upper-level (UL) courses primarily center around the study of canonical literature. In 2007 an Ad Hoc Committee of the Modern Language Association (MLA) problematized these divisions, calling upon departments to transform traditional structures toward a more coherent curriculum where language, culture, and discourse are taught holistically (MLA, 2007).This dissertation responds to this call with a curricular design project for intermediate collegiate-level French through a Global Simulation (GS) carried out through a genre-based approach and a Pedagogy of Multiliteracies (New London Group, 1996). For the duration of the course, students adopted character roles through which they enacted contextually- and identity-bound discourse styles within a culturally-grounded fictitious world. Informed by sociocultural theory, this research took a socio-constructivist qualitative approach to analysis of data from learner artifacts, participant written reflections, semi-structured interviews, and questionnaires to explore learners' responses to this fusion of pedagogies from three perspectives: 1) how prior experiences combined with goals and beliefs about language shaped learners' engagement and learning outcomes, 2) how the characters, context, tasks, and textual genres worked in combination to evoke situated language use, and 3) how character-adoption and reflective engagement with LC2 textual meanings invited cross-cultural perspective-taking in the discussion of contemporary social issues. Findings from these three inquiries demonstrate that despite the prevalence of traditional beliefs about language, culture, and FL study, learners are indeed inclined to adapt to new instructional contexts. Further, the combination of pedagogical activities - character, texts, tasks, and critical reflection - can foster second language learners' abilities to recognize culture, context, and identity in communication, and to appropriate language and other symbolic forms selectively for communication of particular meanings across different discourse contexts. These findings point to both the viability and the need to continue ongoing efforts to shape FL curricula and materials in ways which recognize the integral links between language, culture and discourse.
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Santos, Francine Eloisa 1985. "Multiletramentos : uma análise dos cadernos do professor de língua portuguesa do ensino fundamental II da Secretaria de Educação do Estado de São Paulo." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269647.
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Orientador: Roxane Helena Rodrigues RojoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-23T14:44:34Z (GMT). No. of bitstreams: 1 Santos_FrancineEloisa_M.pdf: 9241322 bytes, checksum: 0ab99f2484b0f48f594c1aad424c976a (MD5) Previous issue date: 2013
Resumo: Essa dissertação de mestrado discute a questão da pedagogia dos multiletramentos na nova Proposta Curricular do Estado de São Paulo, implantada em 2008, e investiga como se dá a concretização dessa nos Cadernos do Professor de Língua Portuguesa do Ensino Fundamental/Ciclo II. Com base na teoria da pedagogia dos multiletramentos e diante dos novos desafios da contemporaneidade dos textos que apresentam uma multiplicidade de linguagens, semioses e mídias; perguntamo-nos se (e como) a Proposta Curricular do Estado de São Paulo abordaria essa questão e se essa também estaria presente nos Cadernos do Professor. Temos como corpus dessa pesquisa, então, os 16 Cadernos do Professor de Língua Portuguesa do Ensino Fundamental II produzidos pela Secretaria de Educação do Estado de São Paulo e publicados em 2009. Olhamos também neste trabalho para a questão da diversidade cultural, como e se é abordada nesta Proposta Curricular, também sob a ótica dos multiletramentos
Abstract: This dissertation discusses the pedagogy of multiliteracies in the new Curriculum Proposal of the State of São Paulo, deployed in 2008, and investigates how it works in the textbooks for Portuguese Language Teacher of Elementary Education / Cycle II. Based on the theory of multiliteracies pedagogy and facing the new challenges of contemporary texts that present a multiplicity of languages, semioses and media, we wonder if (and how) the Curricular Proposal of the State of São Paulo would address this issue and if this would also be present in the teacher's textbooks. We have a corpus of this research, then, the 16 books of the Portuguese Language Teacher of Elementary Education II produced by the Education Department of the State of São Paulo and published in 2009. In this dissertation, we also look at the question of cultural diversity, and how it is addressed in this Curriculum Proposal, also from the perspective of multiliteracies
Mestrado
Lingua Materna
Mestra em Linguística Aplicada
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Golubieski, Mary R. "Teaching for Visual Literacy: Critically Deconstructing the Visual Within a Democratic Education." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1050012957.
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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2003.Title from first page of PDF document. Document formatted into pages; contains xv, 316 p. Includes bibliographical references (p. 265-280).
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Su, Yi-Ching. "Teachers and Students as Transmediators: A Case Study of How a Teacher Uses Multiple Semiotic Systems to Support Kindergarteners' Multiliteracies Performance." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230756916.
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Hawkins, Jill Suzanne. "SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310.
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SEITZ, SHEILA K. "EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546.
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KAO, CHIN-CHIANG. "Exploring L2 Learners’ Multimodal Composition Experiences in a College-Level ESL Academic Writing Class." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153185995639658.
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Kozdras, Deborah. "From Real to Reel: Performances of Influential Literacies in the Creative Collaborative Processes and Products of Digital Video Composition." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1687.
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In this study, I used a lens of performance theory to examine the creative collaborative processes of middle school students who composed digital videos. More specifically, I investigated the multiliteracies involved in a filmmaking camp and how students performed those literacies in ways that influenced the composition processes and the resulting texts. In order to study collaborative composition processes, I used ethnographic methods. In order to analyze data, I employed a mixed methodology of constant comparative analysis and dramaturgical analysis of interactions in three main informant groups in order to understand how students used multiple literacies to influence the composition processes and products. During these processes, students employed tactics and style to gain authority over designing group attention to their ideas. This resulted in an overall model of PAID Attention (paying attention, attracting attention, immersing attention, and designing attention). The use of influential literacies in this project was two-fold: students used literacies to influence texts, and as a result, those texts required the students' attention. Furthermore, when the students paid attention to the emerging task-at-hand, they were able to gain authority and agency for designing attention (to their texts by an audience) through influential performances of literacies. As found in this study, these patterns were not a solid package of cultural norms. Rather, the style emerged with the text and transformed with the different multiliteracies required during composition processes as students performed literacy knowledge. This study initiated an examination of influential literacy performances as the use of creative tactics during collaborative composition processes. I recommend further work examining multiliteracies as knowledge performances in a variety of settings in order to develop models to help students influence texts with their creative ideas and gain authority in collaborative groups.
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Chan, Chun Chuen. "A Sociocultural Mediation Approach in Developing International ESL/EFL Students’ Argumentation using Infographics." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27381.
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Critical thinking and argumentation are essential skills and graduate attributes for university students (Andrews, 2015; Laurillard, 2012; Perkins, 2013). The lack of evidence-based pedagogy for argumentation teaching, however, has been a key finding of many studies (Hirvela, 2017; Wingate, 2012). The main criticism of present approaches is that they are mechanistic and heavily text- but not thinking-/reasoning-focused. The situation is compounded for international students with English as a second/foreign language (ESL/EFL) because of additional challenges: learning in English as an additional language and dealing with cultural differences in argumentation between their own and the target culture.
The present study draws on a Vygotskian sociocultural perspective of mediated learning to explore how using infographics can mediate the argumentation development of a group of ESL/EFL students undertaking a tertiary preparation course in the Australian context. Wertsch's (1998) mediated action is adopted as the theoretical tool for investigating the student development of argumentation because it places both speech and gesture in the middle of three mediators involved in the argumentation teaching and learning processes.
The thesis takes a case study approach (Merriam, 1988), collecting qualitative data involving observations, field notes, artefacts and interviews. This data was analysed with both deductive and inductive coding methods, guided by reflexive thematic analysis (Braun & Clarke, 2006, 2012) and the qualitative content analysis (Hsieh & Shannon, 2015). The study involved the design and implementation of an infographic-based program within an existing ten-week preparatory academic English course at an English college in Sydney in 2018. The use of infographic-based pedagogy was designed to address issues of language load. Toulmin’s basic model (Data-Warrant-Claim) formed the basis of the teaching because of its focus on raising the meta-language and meta-awareness of argumentation.
The main finding is that purposeful scaffolding of both instruction and teaching materials are central to developing the students’ argumentation skill. Consistent application of extended questioning in a dialogical manner was found to be key to creating and placing the opportunities for argumentation learning in the hands of the students. On the other hand, teaching and learning materials were also found to require tailor-made infographics and examples that scaffold learning.
The significance of the study is threefold. Theoretically, it offers a new approach to investigate Toulmin’s model by applying Vygotsky’s (1978) concept grounded on mediated action (Wertsch, 1998), and emphasises the importance of investigating the teaching/learning of the relevant skills from a process-oriented (i.e. argumentation) instead of the traditional product-oriented (i.e. argument) approach. Methodologically, it extends traditional research from instructional-, linguistic- and genre-based practices to a mediation-driven methodology that incorporates a bi-domain analysis of gestural language and speech together for understanding the relevant actions and processes involved in argumentation development. Pedagogically, the present study confirms findings of the potential for integrating infographics with argumentation teaching and learning, with the proviso that embedding explicit instructions of image and graphic reading skills in an infographic-pedagogy are also incorporated. The study highlights the need for existing pre- service English language teacher education to include classroom teaching knowledge and strategies for argumentation teaching.
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Laycock, Dianne Patricia. "Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17250.
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In the context of a multimodal and multimediated textual landscape, a substantial body of research and literature endorses the value of graphic novels as a means to provide authentic literacy experiences for students. A less substantial body of discourse, however, submits that graphic novels have not been embraced as classroom texts to any great extent by teachers. To investigate this disjuncture between theory and practice, and to add to the small body of research on teachers’ practice with the graphic novel format of the comics medium, this study explores nine teachers’ experiences with graphic novels in the secondary English classroom. A hermeneutic phenomenological approach informed by the work of Max van Manen frames this study. Data collected via semi-structured interviews were interpreted and are presented through individual participant stories and thematic considerations. Commensurate with the chosen methodology, literature, poetry, anecdote, images, and metaphor are employed to create an evocative text designed to bring the reader more directly into contact with the participants’ experiences. In particular, the notion of participants as pilgrims in a foreign land is considered. The study revealed graphic novels being used in a variety of ways by teachers who varied significantly in their level of comics capital. That said, all participants struggled in one way or another to teach the graphic novel, a situation that reflected a lack of support from curriculum documents, a paucity of professional development opportunities, and their struggle to balance the needs and interests of their students against the pressures of a crowded and prescriptive curriculum that privileges traditional prose texts. In the face of such challenges, however, it was apparent that the positive outcomes of teaching with graphic novels far outweighed teachers being pedagogically destabilised and rendered vulnerable. In light of the inclusion of graphic novels as recommended texts in the Australian Curriculum: English, it is hoped that teacher-readers of the research will be encouraged by this study’s findings to reflect on their use of graphic novels and that agencies who support teachers in their pedagogy will recognise the value of graphic novels as texts and support teachers’ efforts to use them accordingly.
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Su, Yi-Ching. "Teachers and students as transmediators a case study of how a teacher uses multiple semiotic systems to support kindergarteners' multiliteracies performance /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230756916.
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Mwiiyale, Laina Natangwe. "Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/17605.
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Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/2259.
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This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.
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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." University of Sydney, 2006. http://hdl.handle.net/2123/2259.
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Doctor of EducationThis thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.
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Neville, Mary, and not supplied. "Teaching multimodal literacy using the learning by design approach to pedgogy: case studies from selected Queensland schools." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070524.142437.
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This study uses qualitative research methodologies to explore the ways in which the Learning by Design framework facilitated the introduction of Multiliteracies and multimodal learning into the classrooms of three Queensland middle schooling teachers as they participated in a professional learning project during the second half of 2004. Recent Queensland education policy initiatives recognise the need for students to espand their 'lilterate' repertoires in this increasingly diverse cultural, linguistic, techno, and global-economic based society; an outcome that has drawn attention to the crucial role of professional learning in giving teachers the skills to produce curriculum and pedagogical designs in line with such a goal. While the documentation of conscious pedagogical choices in teachers' approaches to teaching and learning about Multiliteracies and subsequent classroom practice in Queensland has varied according to teachers' individual preferences and conte xts, this study aimed to investigate what differences occurred when teachers deployed the Learning by Design pedagogy to produce a deliberate articulation of the micro teaching and learning conditions necessary for multimodal learning. From the cross-case analysis and interpretation of the research data, five propositions have emerged: the relationahip between the depth and breadth of teacher expertise in multimodality and its effect on instruction/design, learner engagement and performance; the alignment of pedagogical choices to learning goals, pedagogical alignment to learner goals; pedagogical alignment to learner needs and dispositions; consideration of flexibility in preparation of learners in transition points during the middle years of schooling; and the importance of quality multi-supportive professional learning environments to produce reflective practitioners with genuine and purposeful new knowledge. In this research the effectivity of the Learning by Design pedagogical framework was found to be directly related to the extent of professional learning and expertise that teachers had developed in both multimodality and the theory and principles informing the Learning by Design framework itself. The teaching of multimodal literacy creates an enormous pedagogical challenge for teachers as well as students. The research raises important considerations, therefore, not only about pedagogy but about the importance of developing professional learning initiatives to euip teachers to achieve the policy goals set out in recent initiatives. The highlights the need for the development of an in-depth and wide-ranging approach to the issue of professional learning. It is clear from this research that the Learning by Design framework can be used to transform classroom practice. However, it is equally clear that there must be a greater emphasis on professional learning and more resources channelled into building the groundwork for these new teaching initiatives.