Academic literature on the topic 'Multiliteracy framework'
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Journal articles on the topic "Multiliteracy framework"
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Iswanto, Agus. "Kiai Sebagai Patron dan Sponsor Praktik Multiliterasi di Pesantren Pada Era Media Digital." EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan 18, no. 3 (December 29, 2020): 287. http://dx.doi.org/10.32729/edukasi.v18i3.657.
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AbstractLiteracy is no longer single entity; there are several aspects of literacies, especially in the era of information technology and digital media today, so it is called multiliteracies. This article presents the results of research on multiliteracies practice products in the form of Islamic boarding school (pesantren) website. Applying the theoretical framework of the new literacy study approach, this research focuses on the context, patron, or sponsorship of multiliteracy practices, and santri responses through it. Data were collected through textual analysis, interviews, and observations at the Nuris Pesantren in Jember. The results showed that patrons of the pesantren multiliteracies practice that produced website were the kiai and the sons of the kiai. Literacy patrons or sponsors always color the content and cultivation of any web or multiliteracies product. Kiai pesantren holds positions as patron and sponsor of pesantren-based multiliteracy practices in the age of digital media technology. The kiai’s vision and thought have an influence on the practice and products of pesantren multiliteracies. The kiai serves as a model (patron) of literacy as well as a sponsor (supporting element) of multiliteracy practices. The kiai remains a “filter” of values for the santri and the community in the digital era. AbstrakLiterasi kini tidak lagi satu, tetapi beberapa aspek, terlebih di era teknologi informasi dan media digital, sehingga disebut dengan multiliterasi. Tulisan ini menyajikan hasil penelitian tentang produk praktik multiliterasi yang berupa website pondok pesantren. Dengan menerapkan kerangka teoritik pendekatan kajian literasi baru, penelitian ini memfokuskan bahasan pada konteks, patron, atau sponsor yang membentuk produk praktik multiliterasi, serta respon santri terhadap praktik tersebut. Data dikumpulkan dengan telaah dan analisis tekstual, wawancara, dan observasi di Pondok Pesantren Nuris Jember. Hasil penelitian menunjukkan bahwa patron atau sponsor praktik multiliterasi pesantren yang menghasilkan produk website adalah kiai dan putra-putra kiai. Patron atau sponsor literasi senantiasa mewarnai konten dan penggarapan website atau produk multiliterasi apapun. Kiai pesantren memegang posisi sebagai patron dan sponsor praktik multiliterasi berbasis pesantren di zaman teknologi media digital. Visi kiai dan pemikirannya memberikan pengaruh pada praktik dan produk literasi/multiliterasi pesantren. Kiai menjadi teladan (patron) literasi sekaligus juga menjadi sponsor (unsur yang mendukung) praktik multiliterasi. Namun, kiai tetap menjadi “penyaring” nilai bagi santri dan masyarakat di tengah revolusi teknologi digital.
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Muhammad Nawawi and Ana Christanti. "Promotıng Multılıteracy Framework - Based Lesson Plan for Englısh Language Teachıng In Senıor Hıgh School." Education and Human Development Journal 5, no. 2 (September 30, 2020): 22–31. http://dx.doi.org/10.33086/ehdj.v5i2.1549.
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The objective of the research was to promote a new model of designing activities in the lesson plan of English teachers. The model was derived from the phases of the Multiliteracy pedagogical Framework. It was qualitative research with documentation techniques for collecting data. The source of data was the document of lesson plans made by teachers of English. The data was statements on teaching-learning activities in the lesson plans. The author identified the lesson plan of teachers from Al Islam senior high school in Krian, Sidoarjo. The activities statements were categorized using the four phases and cognitive process of the Multiliteracy Framework; Situated Practice (Experiencing), Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) promoted by Cope and Kalantzis with New London Group in 1996. The result showed that the teachers just included two phases; Situated Practice (Experiencing) and Overt Instruction (Conceptualizing), no Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) yet in their teaching-learning activities. The teachers should change the old phases in their lesson plan with the four phases of the framework to guide them in applying multiliteracy in English language teaching. The next researcher could focus on teachers’ knowledge or belief about the multiliteracy framework to assure the implementation
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Marzal, Miguel-Ángel, and Jussara Borges. "tool for assessing multiliteracy in higher education." Brazilian Journal of Information Science 13, no. 4 (December 17, 2019): 35–51. http://dx.doi.org/10.36311/1981-1640.2019.v13n4.03.p35.
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This study describes the premises underlying Voremetur, a project conducted in the context of higher education. It hypothesises the need to support a competence education method adapted to new educational formulas (from e- to m-learning), new educational challenges (e-science, big data) and the convergent competences now characterised as info-communication literacy, which has favoured the transition from edu-communication to multiliteracy. Such competences should be organised into competence programmes, where the assessment of the beneficial results for learners and the university should be included as an essential element. The article discusses an assessment model for new literacies, including its conceptual framework, ideal evaluation tools and conversion into an ad hoc questionnaire. Lastly, the paper describes model application to a target group and analyses the results most relevant to information behaviour.
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Burkholder, Casey. "“Before Occupy Central, I Wasn’t Concerned”: Examining Participatory Visual Research for Social Change with Hong Kong-based Filipina Youth." Language and Literacy 19, no. 3 (August 3, 2017): 56. http://dx.doi.org/10.20360/g2737b.
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This article describes a participatory visual research project with two Hong Kong-based Filipina young women, and explores their understandings of citizenship and civic engagement through cellphilm-making (cellphone + filmmaking), collaborating on the writing of an academic article, and co-presenting research findings at an academic conference in Calgary, Canada. The study finds that Hong Kong’s Occupy Movement encouraged the participants to see themselves as engaged citizens, participate politically in the territory, and work toward social change for ethnic minorities by engaging different audiences through multiliteracy practices in a research for social change framework.
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Winter, Daiane. "Textos multimodais na aula de língua estrangeira." Texto Livre: Linguagem e Tecnologia 8, no. 2 (December 16, 2015): 107–24. http://dx.doi.org/10.17851/1983-3652.8.2.107-124.
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RESUMO:Este artigo objetiva analisar o vídeo como um instrumento de motivação na aula de língua estrangeira, considerando a importância da motivação na aprendizagem de línguas. A hipótese é de que o vídeo intensifica a motivação dos alunos. A pesquisa é de natureza qualitativa e a fundamentação teórica está baseada, principalmente, no modelo ARCS de John Keller, na Gramática Visual de Kress e van Leeuwen e nas formas de multiletramentos do The New London Group. Para coletar os dados, a metodologia constou de dois momentos: no primeiro, os alunos assistiram a um vídeo do YouTube; no segundo, produziram seu próprio vídeo e postaram no YouTube. A análise dos dados revelou que o vídeo intensifica a motivação dos alunos na aprendizagem de línguas estrangeiras.PALAVRAS-CHAVE: vídeo; motivação; língua estrangeira; multiletramento. ABSTRACT:The aim of this paperis to analyse video as an instrument of motivation in the foreign language class, considering that motivation is very important in language learning. The hypothesis is that video enhances students’ motivation in the classroom. The research is qualitative and the theoretical framework is based on John Keller’s ARCS model, on Kress e van Leeuwen’s Visual Grammar and on the concepts of multiliteracy of The New London Group. In order to collect the data, the following methodology was used: in the first moment, the students watched a video from YouTube; and in the second moment, they produced their own video and posted it on YouTube. The data analysis showed that the use of video enhances students’ motivation in foreign language learning. . KEYWORDS: video; motivation; foreign language; multiliteracy.
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Umer, Saima, Sarwet Rasul, Sumaira, and Zafar Iqbal. "LOCATING MULTILINGUAL LITERACIES: A CASE STUDY OF LITERACY PRACTICES AT THE FATIMA JINNAH WOMEN UNIVERSITY (FJWU), RAWALPINDI." Humanities & Social Sciences Reviews 9, no. 3 (June 24, 2021): 1191–201. http://dx.doi.org/10.18510/hssr.2021.93117.
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Purpose: The present study attempts to analyze literacy practices of adults with low academic qualifications in their work domain to prove that the traditional definition of literacy as merely an ability to read and write may not prove an effective yardstick in the postmodern digitalized global world.
Methods: The research is contextualized in nature and takes place in real-life settings of Pakistani society. The researchers collected the data through semi/non-structured interviews based on a questionnaire consisted of 53 questions, excluding demographic-related details. The duration of the fieldwork was almost one month. During the data collection process, the researcher kept on tailoring the questions to have insights into the LNL practices of adults concerning the aim of the study and the progression of the interviews/conversation.
Main Findings: The study finds multiliteracies in the work domains of sanitary workers in the shape of LNL and technology integration. Sanitary workers seem to utilize less English language vocabulary, specifically naming (nouns), i.e., washroom, cleaners/acids, vacuum cleaner, biometrics, blower, floor machine, or mobile phones. Workers also use diverse literacy practices in their communications, i.e., multilingual lexicon, numeracy, or digital literacies.
Application of the Study: The findings suggest that this workplace multilingualism and multiliteracy practices would help the organizations (public/private) to instruct their employees/staff for purposeful communication(s). Moreover, this study would facilitate the process of training need analysis (TNA) during the trainings as the model of the present research can be adapted by the trainers to assess the literacy level(s) of the trainees for better classifications to provide proper training according to their prior knowledge.
The Originality of the Study: According to the researchers' best knowledge, this type of study appeared not conducted in a specific field in the selected geographical area. Moreover, the research offers a new theoretical framework to conduct a multiliteracy study in sanitary works.
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Brito, Ana Carolina Vieira de, and Alda Maria Coimbra Aguilar Maciel. "Letramento Visual na Educação Infantil: uma Proposta de Ensino." Revista de Ensino, Educação e Ciências Humanas 20, no. 3 (October 2, 2019): 327. http://dx.doi.org/10.17921/2447-8733.2019v20n3p327-331.
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O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro. The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.
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Skerrett, Allison. "A framework for literacy education in multicultural, multilingual, and multiliterate classrooms." Multicultural Education Review 7, no. 1-2 (April 3, 2015): 26–40. http://dx.doi.org/10.1080/2005615x.2015.1048610.
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Zammit, Katina. "The New Learning Environments framework: scaffolding the development of multiliterate students." Pedagogies: An International Journal 5, no. 4 (October 4, 2010): 325–37. http://dx.doi.org/10.1080/1554480x.2010.509479.
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Nabhan, Salim. "Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 156. http://dx.doi.org/10.30659/e.4.2.156-170.
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Designing new pedagogy in response to the advancement of technology that requires the integration of literacy has became the issue in ELT classroom. What is more, the conception of teaching English skills, including writing, is not merely limited to the language skills target but also how the learners become multiliterate in facing todays’ world. This article puts forward the framework of multiliteracies that is integrated in process writing approach to bridge the gap between literacy education and writing pedagogy. This study aims at investigating the enactment of the incorporation of multiliteracies with process writing approach and to explore the learners’ reflection toward the use of the framework in their writing practices. The data were taken from online surveys, the participants’ reflection, observation, and focus group discussion in the end of the study. Researcher used qualitative analysis with embedded quantitative data. The proposed framework was delivered to pre-service teachers (PST) in English Writing subject at the English Language Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, Indonesia. Step by step procedures in process writing approach were incorporated with multiliteracies along with some activities used in teaching writing. Findings indicated that implementing the framework in teaching writing provides PSTs with the opportunities to embrace the multiple modes of meaning making and digital technology in writing, produce texts, and present them in multimodal and creative ways. In addition, despite several challenges in its implementation, the activities helped to improve the writing skill, decrease the chance of plagiarism, and increase the authentic writing. Finally, PSTs were motivated to enhance their digital literacy used in writing practices. As a result, the study suggests that multiliteracies had a space in the teaching writing skill following the guided procedures in process writing approach.
Dissertations / Theses on the topic "Multiliteracy framework"
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Lawrence, Jill. "University journeys: alternative entry students and their construction of a means of succeeding in an unfamiliar university culture." University of Southern Queensland, Faculty of Arts, 2004. http://eprints.usq.edu.au/archive/00001456/.
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This research study takes a multi-disciplinary perspective, using critical discourse theory, transactional communication theory and cross-cultural theory to contribute insight into the experiences of alternative entry students as they strive to access and participate in higher education. The study seeks to determine how these students learn to persevere: how they construct their means of succeeding in the university culture. The methodological structure of the research comprises a collective case study design, encompassing critical ethnography, action research and reflexive approaches to guide a deeper understanding of the experiences of studying at a regional Australian university. The reflexive nature of the research facilitated the development of an original theoretical construct, the ‘deficit-discourse’ shift, which challenges higher education policy and practice, in particular, in relation to academics’ roles in making their discourses explicit and in collaborating with students to facilitate students’ perseverance and success. The research has also generated two models: the Framework for Student Engagement and Mastery and the Model for Student Success at University. The Framework re-conceptualises the university as a dynamic culture made up of a multiplicity of sub-cultures, each with its own literacy or discourse. The Framework recasts the first year experience as a journey, with students’ transition re-conceptualised as the processes of gaining familiarity with and negotiating these new literacies and discourses whereas perseverance is viewed as the processes of mastering and demonstrating them. The Model provides a three step practical strategy (incorporating reflective practice, socio-cultural practice and critical practice) for achieving this engagement: for empowering students to negotiate, master and demonstrate their mastery of the university culture’s multiple discourses. Together, the two models provide students with a means of succeeding in the new university culture.
Book chapters on the topic "Multiliteracy framework"
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Savva, Stefania. "Multiliteracies Performance Assessment Zones (MPAZ)." In Advances in Multimedia and Interactive Technologies, 165–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5912-2.ch008.
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Recognition of the dramatically changing nature of what it means to be literate in the so-called “information age” has resulted in an increasing interest among the educational research community around the importance of students developing “multiliteracy” skills and engaging in multimodal learning. Nevertheless, for such learning to be meaningful, requires to reconceptualize delivery strategies and assessment of multimodally mediated experiences. The aim of this chapter is dual: First to introduce an alternative framework for formative assessment of multimodal interactions for learning. Secondly, the intention is to uncover the story of culturally and linguistically diverse students' multimodal experiences, resulting from engagement in the creation of a student-generated virtual museum during a design-based research implementation. Drawing from the literature, analysis, and evaluation using the framework explained, it is evident that virtual museum-based multiliteracies engagement, benefits pupils' multimodal awareness, meaning making, and development as active designers of their learning.
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Hilton, Annette, Kim Nichols, and Christina Gitsaki. "Multiliteracies in Secondary Chemistry." In Multiliteracies and Technology Enhanced Education, 186–208. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch012.
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Digital technologies can play an important and significant role in improving students’ understanding and literacies (e.g., visual, digital, and critical literacies). To develop such multiliteracy skills, students need opportunities to process and communicate information or use specialised representations that characterise a subject area, often through multiple modalities. Digital technologies are important learning tools for helping students to interpret and communicate information multimodally. In chemistry, in particular, digital technologies are effective tools for supporting students’ understanding and representation of chemical concepts on macroscopic, molecular, and symbolic levels. Designing and scaffolding appropriate learning experiences in chemistry can be a challenge for teachers, particularly when integrating digital technologies with laboratory-based activities. The purpose of this chapter is to outline how a multiliteracies framework can be used to develop and deliver an investigative inquiry unit of work to chemistry students. It describes a scaffolding model developed and investigated through a study in which an introductory unit in senior chemistry was taught using a multiliteracies approach. It also describes student learning outcomes and perceptions of the usefulness of this scaffolding approach as these were identified through the study.
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Iyer, Radha, and Carmen Luke. "Multimodal, Multiliteracies." In Multiliteracies and Technology Enhanced Education, 18–34. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch002.
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The shift from traditional definitions of literacy focused upon print, primarily reading and writing, to multiple literacies has highlighted the significance of attending to different modes of text design and multiple forms of knowledge processes. Today’s students engage with complex semiotic systems; therefore, while teaching and learning attends principally to print media, multimodality and multiliteracies have become central to effective pedagogical practice. Some teachers have moved away from a singular focus on print texts to incorporating multiple design modes that are linguistic, spatial, visual, gestural and aural – to enable valuable, comprehensive learning for today’s multiliterate, multiskilled students. In this chapter, the authors discuss the Design modes proposed by the New London Group (1996; 2000), and the Learning by Design pedagogy advocated by Kalantzis and Cope (2005) to highlight effective learning based on multimodal, multiliteracies. The chapter provides a vignette of a multimodal activity in a primary class and argues for the extension of such learning through the incorporation of multiliteracies. They conclude the chapter by providing a framework for a possible multiliteracies project incorporating multiliteracies pedagogies and learning from the classroom vignette.