Dissertations / Theses on the topic 'Multimodal literacy'
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Ferguson, Ralph. "Multimodal Literacy as a form of Communication : What is the state of the students at Dalarna University multimodal literacy?" Thesis, Högskolan Dalarna, Ljud- och musikproduktion, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-16835.
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Literacy is an invaluable asset to have, and has allowed for communication, documentation and the spreading of ideas since the beginning of the written language. With technological advancements, and new possibilities to communicate, it is important to question the degree to which people’s abilities to utilise these new methods have developed in relation to these emerging technologies. The purpose of this bachelor’s thesis is to analyse the state of students’ at Dalarna University mulitimodal literacy, as well as their experience of multimodality in their education. This has led to the two main research questions: What is the state of the students at Dalarna University multimodal literacy? And: How have the students at Dalarna University experienced multimodality in education? The paper is based on a mixed-method study that incorporates both a quantitative and qualitative aspect to it. The main thrust of the research paper is, however, based on a quantitative study that was conducted online and emailed to students via their program coordinators. The scope of the research is in audio-visual modes, i.e. audio, video and images, while textual literacy is presumed and serves as an inspiration to the study. The purpose of the study is to analyse the state of the students’ multimodal literacy and their experience of multimodality in education. The study revealed that the students at Dalarna University have most skill in image editing, while not being very literate in audio or video editing. The students seem to have had mediocre experience creating meaning through multimodality both in private use and in their respective educational institutions. The study also reveals that students prefer learning by means of video (rather than text or audio), yet are not able to create meaning (communicate) through it.
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Smith, Mandy Beth. "How Students Use Multimodal Composition to Write About Community." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211985069.
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Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.
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Hollo, Kevin R. "(Re)Framings: A Multimodal Interrogation of Reading as Writing." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1164916147.
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Jackson-Howard, Cynthia Darlene. "Teachers' Perceptions of Multimodal Literacies in Middle School Health Literacy Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/322.
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Health literacy, defined as the ability to understand and use health information to make informed decisions, is critical to maintaining health; however, not all U.S. states mandate strategies to improve adolescents' health literacy. Moreover, many middle school teachers are often unaware of how their roles could improve the health literacy of their students. Multimodal literacies help students to create meaning through viewing print-based resources and using digital technologies. The purpose of this study was to investigate teachers' perceptions of the effectiveness of multimodal literacies on adolescents' overall health literacy via the introduction of health literacy programs into the curriculum. This qualitative research data were gathered, analyzed, and categorized using unstructured narrative interviews and the research was guided by the socioecological model. A phenomenological approach was used to conduct in-depth interviews with 6 middle school teachers. These interviews yielded 4 common themes: efficacy of multimodal literacy, health literacy, blending cultures, and responsibility. The results suggested that (a) multimodal literacies with adolescent literacy components can be used in the middle school curriculum, and that (b) these literacies can help inform policy changes. Understanding teachers' perceptions about multimodal literacy could help to improve adolescent health literacy in the middle school system. Positive social change could occur if school systems understand the utility of incorporating adolescent health literacy in the present curriculum. Doing so could help reduce future health care costs and improve the future health of students.
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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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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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Young, Whitney J. "Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk"." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984127/.
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Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are "fixed systems"-- comprised of discrete skills that can be taught and measured in isolation. This validation and privileging of a single mode of assessment has resulted in children labeled "At-risk" falling significantly behind those without this label. This study investigates what a teacher can learn from a diverse range of assessment forms and modes. In a fourth-grade self-contained classroom, students engaged in multimodal assessments and created multimodal portfolios. Five students labeled "At-risk" were chosen for a deeper analysis. Students' artifacts, interviews, and observations served as the main data sources. Both narrative analysis and analysis of narrative were utilized to generate a more complete narrative of these five students as meaning makers and communicators. The general findings suggest that these children labeled "At-risk" were, in fact, able to engage in multimodal thinking and communication from a critical stance.
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Feger, Mary-Virginia. "Multimodal Text Designers: A Case Study of Literacy Events in a Multicultural Context." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2816.
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Krause, Margaret Billings. "Facilitating a Transdisciplinary Approach in Teacher Education Through Multimodal Literacy and Cognitive Neuroscience." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5718.
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This dissertation is a compilation of research and theoretical papers based on the affordances of multimodal literacies for marginalized learners and for pre-service teachers’ developing conceptualizations of literacy. Through a transdisciplinary lens, the author considers complex issues presented in traditional, print-based learning environments that potentially marginalize learners in their developing abilities to become successful participants in the multiple literacies in the real world.
Three studies focus on pre-service teachers and their developing understanding of effective literacy-related classroom practices. Chapter Three explores potential affordances of a multimodal learning environment for pre-service teachers with self-identified reading difficulties. The phenomenological study highlights differing needs of pre-service teachers with reading difficulties as they navigate the meaning-making process within a literacy methods course. Further, it provides tangible examples of the interplay between neurocognitive mechanisms and the social and cultural factors students face as they work within a variety of modal platforms. Through a qualitative case study, Chapters Eight and Nine explore the ways multimodal learning experiences within a literacy methods course influenced pre-service teachers’ literacy identities and how their developing identities translated into classroom pedagogical decisions. Chapter Nine proposes a framework for understanding pre-service teachers’ developing literacy identities.
Chapters Five and Six explore the needs of learners marginalized in traditional, print- based classrooms through a critical and theoretical lens. Chapter Five explores the authentic literacy practices of the author’s son, who is identified as a talented learner, yet unmotivated in the traditional classroom setting. She argues traditional conceptualizations of literacy as reliant on print forms of text are outdated and unresponsive to the dynamic changes of the 21st century. Further, the author argues the lack of responsiveness to dynamic and multimodal characteristics of the globalized world contribute to the perceived lack of motivation talented boys demonstrate in school-based literacy spaces. Chapter Six provides a review the literature on the “functional circuitry of the reading brain” (Schlaggar & McCandliss, 2007), and it reviews neuroscientific studies of individuals with developmental dyslexia (Lyon, Shaywitz, & Shaywitz, 2003), which provide evidence for amodal sluggish attentional shifting (SAS) as a causal factor for amodal temporal processing deficits.
The author provides autoethnographic vignettes between research and theoretical papers, serving as insight into the author’s journey in her own literacy identity development. While chapters following each vignette utilize a variety of qualitative methodologies and review empirical research, the author’s goal is to take the reader on a journey as she weaves together her work as a literacy researcher and educator. Ultimately, the author’s intention is to evoke both emotion and greater understanding about what it means to be literate in our dynamic society.
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Cole, Frederick A. III. "Migrating Ministry: New Media Literacy And Christian Communication." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/english_theses/147.
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This thesis explores ways evangelical Christian communicators remediate traditional ministry functions and community formation onto new media platforms. This exploration is framed by a discussion of literacy and digital composing reflecting Stuart Selber’s multiliteracy approach to teaching digital composition. The author positions evangelical churches’ approaches to texts, community, education, and communication as components of a distinct literacy that is often at odds with values, controls, and cultures found on the Internet and in new media. Discovering how church communicators use new media, how their education prepares them for effective digital communication, and how external sources, such as expert authors, aid the transition from print to new media helps us understand the gap between Selber’s ideal multiliteracy and the reality of new media literacy for this group. This also expands our understanding of digital composition, and the role it plays in both the classroom and in all students’ greater lives.
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Smith, Mandy Beth. "How students use multimodal composition to write about communities." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211985069.
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Torreão, Alice D'Albuquerque. "Texto multimodal nas atividades de leitura do livro didático." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/7607.
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This research aims to analyze how the activities of reading multimodal texts, the textbook Portuguese 2nd year of elementary school, explore the multimodal reading way to contribute to the multimodal literacy. We selected for analysis, the verbal-image multimodal texts present in the textbook Portuguese, look at the activities of reading of selected texts and analyze how reading activities help to develop the specific reader capabilities for multimodal literacy. This research is characterized as a descriptive research-analytical nature, adopting a methodology of qualitative and quantitative approach. In the analysis we found four major categories to relate the images to texts: Category 1 when a text does not mention either directs the reading of an image, nor can we infer a relationship between the two, we say that the text does not refer to the image; this case, the image has no connection with the texts that surround it (the picture does not illustrate the text). When a text does not directly mention a picture, but we can infer their relationship with it, we say that the text refers indirectly to the image: Category 2 - The picture is related to the text, but does not add any information (image only illustrates the text) and Category 3 the image, besides illustrating assists in the understanding of a given text (illustrates and influences the understanding of the text). We still have a Category 4 when a text makes explicit mention of an image say that this text refers directly to the image, so this is required for which shows meaning of a text (the image interacts with the text). As a result, we find that the 23 texts analyzed, 17 (74%) do not exploit the image / illustration. And these 17 texts, 8, and do not exploit the image / illustration in its activities, the LD does not offer suggestions for actions to such exploitation. This means that the image takes merely illustrative function in 34.8% of multimodal texts analyzed, i.e, beyond these texts do not exploit the image / illustration in their activities, there are no suggestions of actions to this exploitation by the LD. Therefore, with reference to the mobilization of habilities visual readers, from reading activities, we can say that the effective teaching material not in its fullness, although pointing to a work in which the visual language for consideration. Finally, we conclude that this research will contribute to the improvement of teaching as encourage teachers to explore multimodal texts, developing skills in reading these texts for students in a more comprehensive and enriching way, allowing their interaction in different social environments to use different languages in a meaningful and consistent manner.
A presente pesquisa tem como objetivo analisar como as atividades de leitura dos textos multimodais, do livro didático de Português do 2º ano do Ensino Fundamental, exploram a leitura multimodal de maneira que contribuam para o letramento multimodal. Para isso, selecionamos, para análise, os textos multimodais verbo-visuais presentes no livro didático de Português, observamos as atividades de leitura dos textos selecionados e analisamos como as atividades de leitura contribuem para desenvolver as capacidades leitoras específicas para o letramento multimodal. Esta investigação é caracterizada como uma pesquisa de cunho descritivo-analítico, adotando uma metodologia de abordagem quali-quantitativa. Na análise encontramos quatro grandes categorias para relacionar as imagens aos textos: Categoria 1- quando um texto não menciona nem direciona a leitura de uma imagem, nem podemos inferir uma relação entre os dois, dizemos que o texto não remete à imagem; neste caso, a imagem não possui ligação com os textos que a cercam (a imagem não ilustra o texto). Quando um texto não menciona diretamente uma imagem, mas podemos inferir sua relação com ela, dizemos que o texto remete indiretamente à imagem: Categoria 2 - a imagem possui relação com o texto, mas não lhe acrescenta nenhuma informação (a imagem apenas ilustra o texto) e Categoria 3- a imagem, além de ilustrar, auxilia no entendimento de um determinado texto (ilustra e influencia no entendimento do texto). Ainda temos a Categoria 4- quando um texto faz menção explícita a uma imagem dizemos que esse texto remete diretamente à imagem, portanto, esta é necessária para que se depreenda sentido de um texto (a imagem interage com o texto). Como resultados, encontramos que dos 23 textos analisados, 17 (74%) não exploram a imagem/ilustração. E desses 17 textos, 8, além de não explorarem a imagem/ilustração em suas atividades, o LD não oferece sugestões de ações voltadas a essa exploração. Isso significa que a imagem assume função meramente ilustrativa em 34,8% dos textos multimodais analisados, ou seja, além desses textos não explorarem a imagem/ilustração em suas atividades, não há sugestões de ações voltadas a essa exploração por parte do LD. Portanto, com referência à mobilização das capacidades leitoras visuais, a partir das atividades de leitura, podemos afirmar que o material didático não as efetiva em sua plenitude, embora apontem para um trabalho em que a linguagem visual seja levada em consideração. Por fim, podemos concluir que esta pesquisa irá contribuir para a melhoria do ensino, pois incentivará os professores a explorarem os textos multimodais, desenvolvendo habilidades na leitura desses textos pelos alunos, de maneira mais abrangente e enriquecedora, possibilitando sua interação em diferentes ambientes sociais ao utilizarem diferentes linguagens de forma significativa e coerente.
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Robertson, Joanna Marie. "Fourth- and fifth-grade classroom case study of response to multimodal representations in children's picture books." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
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Kron, Josefine. "Skrift+bild=text : En multimodal analys av läromedel för den tidiga läsinlärningen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255542.
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Denna studiesyftar till att undersöka typer av relationer mellan modaliteterna skrift och bild som tillsammans bildar en text. Centrala begrepp så som multimodalitet, literacy och det vidgade textbegreppet behandlasi teoridelen och återkopplas till i diskussionen. Metoden som valts är en innehållsanalys av text med Unsworths (2006) analysverktyg som utgångspunkt. Femläromedel har analyserats varav två storböcker, två lillböcker och en läsebok. I ett första skede har typer av relationer undersökts i de olika läromedlen och därefter har en jämförande analys gjorts för att undersöka eventuellaskillnader, i linjemedsyftet. Analysen visar på att typer av relationer mellan skrift och bild inte skiljer sig avsevärt åt mellan de utvalda läromedlen.Avvikelser är inte vanligtförekommande och en slutsats som kan dras av detta är att bilden inte endast finns till för att underhålla,utan tjänar ett syfte eftersom den överensstämmer med skriften. I deflesta fall är modaliteterna av samstämmighet och ökningav information. Ökningen skapar en möjlighet för ett utökat meningserbjudande avbudskapet som kan ge eleverna stöd i sin läsning.Ökningen kan också utnyttjas i samtalet runt innehållet i böckerna. Konjunktiva förbindelser i både textens skrift och bild kan också sägas vara en typ av ökning och kan hjälpa eleverna att orientera sig gällande tid, plats och händelse. En pedagogisk konsekvens av detta är atteleverna behöver få kunskap om att bilden och skriften kan användas som resurser för att förstå en text. Denna medvetenhet kan utveckla literacy hos eleverna.
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Lockyer, Caroline. "Multimodal storytelling : exploring the role of pedagogy in developing student literacy via school television." Thesis, University of Canterbury. Postgraduate Programmes, 2014. http://hdl.handle.net/10092/9744.
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This research study was designed to explore the effectiveness of pedagogical practices on student literacy learning within a student television context. The study was undertaken in response to practitioner inquiry into the value and worth of school television for student literacy learning. Over the research period this project evolved into a deeply reflective self-study of teaching practice within a technological environment.
This research took place in a suburban primary school where school television had been created by students for the previous two years. Twenty-two students aged between 10 and 12 participated in three cycles of action research to investigate how pedagogy influences learning within this context.
A range of pedagogical actions designed to influence students’ critical thinking were implemented into action research cycles. The selection of actions for intervention was influenced by an investigation into current literature from the field, and an analysis of existing multi-literacy learning, pedagogical conditions and student views of teaching and learning within student television at the beginning of the research cycles.
This study gathered information during research cycles using student learning conversations and student interviews, which provided insight into learning from the point of view of students. Supporting this information were daily researcher observations and end-of-cycle interviews with classroom teachers. Through careful monitoring, analysis and reflection on each research cycle it was clear that strategic pedagogical interventions did positively influence multi-literacy learning. Rather than attempt to measure differences in student learning, this study explored how multi-literacy learning, strategic pedagogy and learning within student television inter-related with one another. This research study identified and explored the complex inter-relationships between
pedagogies and multi-literacy learning.
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Westerlund, Johan. "Nya kursplaner kräver nya uttrycksformer : En innehållsanalys av kursplaner inom GY11." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87259.
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I gymnasieskolans nya läroplan står att undervisningen ska anpassas till varje elevs förutsättningar och behov. För att klara kursernas kunskapskrav måste eleven inneha eller utveckla en mängd olika förmågor. I den processen behöver läraren vara en delaktig handledare som också kan förstå och göra en rättvis bedömning av elevens utveckling. I undervisningen är det skrivna och talade språket den vanligaste uttrycksformen. Forskningen detta arbete tittat på visar att ny teknik inte bara möjliggör nya uttrycksformer utan att det även förändrar hur vi tänker. Genom en kvantitativ och kvalitativ textanalys av kursplaner inom GY11 studeras här vilka förutsättningar de ger för användningen av olika uttrycksformer. Arbetets kvantitativa analys visar att den mest efterfrågade förmågan för att uppfylla kunskapskravet för E i olika kurser är att kunna redogöra. Den kvalitativa analysen visar att kravet att eleven ska ha förmågan att nyansera för ett högre betyg riskerar att fortsätta ge, om inte till och med förstärka, det skrivna och talade språkets särställning inom skolan. Vad det innebär för så vitt skilda kurser som Golvläggning och Sociologi problematiseras.
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Olding, Christine Jane. "Composing Processes of Musicians: A Case Study Approach." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572872308873529.
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Connors, Sean P. "Multimodal Reading: A Case Study of High School Students in an After-School Graphic Novel Reading Group." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279732988.
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Österberg, Bodil. "Bilden, texten och läsförståelsen." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31694.
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Against the background of previous research regarding the interplay between pictures and text in teaching materials and picturebooks which shown an ambivalent approach to the use of pictures in narrative texts (Carney & Levin 2002) (Jonsson 2006) I set off to investigate the interplay between pictures and text in childrens litterature with the aim to illuminate how different interplays could be used in teaching. The study proceeded from the following questions: In which ways do pictures and texts interplay in some newly published reading textbooks? In which ways do pictures and texts interplay in some commonly read picturebooks for 8 year-old children? Which didactic consequenses could derive from this? Through a multimodal literacy-theory I analyzed three commonly read picturebooks for eight year-olds and three newly published reading textbooks in which I labeled the pictures using an analyzing-tool created by Joel R Levin, professor of Educational Psychology vid Department of Educational Psychology, University of Arizona where the relation between text and picture can be representative, decorative, organizing or informative, or interpretive as Levin puts it (Levin 1981). The total result showed that most text-picture-interplays are representative och informative, two interplays in which the reader is invited to interpret, make predictions, and make connections to own experiences or other stories. The organizing interplays create preconceptions and invites the reader to summarize the content and retell sequences or the whole story. The decorative interplays could through a multmodal literacy-theory rise questions about genres and social codes. The interplays between pictures and text are found being a great resource rather than an obstacle.
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Arduini, Tina. "Tools of Play: Developing a Pedagogical Framework for Gaming Literacy in the Multimodal Composition Classroom." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458901755.
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Toney, Jennifer L. Toney. "Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313.
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Bennett, William Drew. "Multimodal representation contributes to the complex development of science literacy in a college biology class." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1203.
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This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century responded to a reorganized curriculum to address misconceptions that were prevalent after direct instruction in the previous year's class. One of the components to the revised curriculum was the addition of a multimodal representation requirement as part of their normal writing assignments. How well students performed in these writing assignments and the relationship they had to student learning the rest of the class formed the principle research interest of this study. Improving science literacy has been a consistent goal of science educators and policy makers for over 50 years (DeBoer, 2000). This study uses the conceptualization of Norris and Phillips (2003) in which science literacy can be organized into both the fundamental sense (reading and writing) and the derived sense (experience and knowledge) of science literacy. The fundamental sense of science literacy was investigated in the students' ability to understand and use multimodal representations as part of their homework writing assignments. The derived sense of science literacy was investigated in how well students were able to apply their previous learning to class assessments found in quizzes and exams.
This study uses a mixed-methods correlational design to investigate the relationship that existed between students' writing assignment experiences connected to multimodal representations and their academic performance in classroom assessments. Multimodal representations are pervasive in science literature and communication. These are the figures, diagrams, tables, pictures, mathematical equations, and any other form of content in which scientists and science educators are communicating ideas and concepts to their audience with more than simple text. A focused holistic rubric was designed in this study to score how well students in this class were able to incorporate aspects of multimodality into their writing assignments. Using these scores and factors within the rubric (ex. Number of original modes created) they were correlated with classroom performance scores to determine the strength and direction of the relationship. Classroom observations of lectures and discussion sections along with personal interviews with students and teaching assistants aided the interpretation of the results.
The results from the study were surprisingly complex to interpret given the background of literature which suggested a strong relationship between multimodal representations and science learning (Lemke, 2000). There were significant positive correlations between student multimodal representations and quiz scores but not exam scores. This study was also confounded by significant differences between sections at the beginning of the study which may have led to learning effects later. The dissimilarity between the tasks of writing during their homework and working on exams may be the reason for no significant correlations with exams. The power to interpret these results was limited by the number of the participants, the number of modal experiences by the students, and the operationalization of multimodal knowledge through the holistic rubric. These results do show that a relationship does exist between the similar tasks within science writing and quizzes. Students may also gain derived science literacy benefits from modal experiences on distal tasks in exams as well. This study shows that there is still much more research to be known about the interconnectedness of multimodal representational knowledge and use to the development of science literacy.
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Dale, Daniel. "Beyond the Textual: Multimodal Print Fiction, Postmodernism, and Digital Literacies." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319323132118.
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Gilchrist, Matthew James. "The ground beneath our feet: a multi-sited analysis of multimodal composition." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6111.
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Since the personal computing revolution began in the 1980s, digital technologies have become more powerful, affordable, and portable. Those tools have made possible the information age and new ways of communicating. When we connect, we encounter prompts to post, comment, edit, tweet, snap, capture, collaborate, and share. Within an app loaded on a device close at hand are the tools necessary to create and bring together images, videos, sounds, animations, and text. When we mix forms of communication in this way, we create multimodal compositions.
Teachers, students, politicians, corporations, universities, journalists, employers, artists, authors, role models, and friends now communicate with multimodal compositions. The growing significance of multimodal compositions suggests the importance of learning how to consume and create these new media. Many educators consider such skills essential to literacy in the information age. In the context of higher education, rhetoric and composition courses increasingly take on the responsibility of teaching future leaders to make effective and responsible use of multimodal compositions in their communication.
This study considers how college-level composition and rhetoric teachers and their students experience a time of transition between traditional speaking and writing assignments and multimodal composition projects that ask students to integrate different ways of communicating. I use qualitative methods to examine three levels of the composition curriculum: a single assignment, a single course, and a single department. The results point to possible advantages, obstacles, and complications of using multimodality as an approach to college-level literacy teaching and learning.
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Prosper, Ancyfrida. "What do Grade 1 learners write? A study of literacy development at a multilingual primary school in the Western Cape." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8894_1373278444.
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Research shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash
). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as
the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and
there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo
writing skills. The research also
analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners
to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic
arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal
Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to
onstruct and convey meaning.
The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s)
available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent
their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing
learners&rsquo
writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and
factors which build on learners&rsquo
prior experiences and creativity.
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Kirchoff, Jeffrey S. J. "Writing Centers as Literacy Sponsors in the 21st Century: Investigating Multiliteracy Center Theory and Practice." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1352215261.
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Martin, Londie Theresa. "Bringing ecocomposition to a multimodal composition course critical literacy and place at work in English 250 /." [Ames, Iowa : Iowa State University], 2008.
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Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
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Bengtsson, Alexander, and Martin Lindahl. "Djupare insikter i svenska : En multimodal läromedelsanalys." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26200.
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Studien som utförts analyserar ur ett sociosemiotiskt och multimodalt perspektiv vilka resurser läromedlet "Insikter i svenska" använder sig av. Läromedlet är riktat mot ungdomar i första året på gymnasiet som läser en yrkesinriktad utbildning. Studien redogör för ett antal utgångspunkter för multimodal bildanalys och påvisar även att lärmedlet innehåll ett antal av dessa resurser.
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Hagge, Julia. "Subtext of Decisions: Literacy Practices in the Context of Coding." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6247.
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In this dissertation I present findings from a qualitative case study of five early adolescents engaged in an online programming community. As a researcher, I was interested in how early adolescents designed digital media as they learned how to code within an online programming community known as Scratch. My research was guided by two questions: (1) What are the literacy practices and processes embedded in the design and collaboration of products created within an online programming community? (2) In what ways do participants make decisions in the design of their projects created in Scratch? The data collected for this descriptive case study included participant created digital media products, interviews, observations, and online community artifacts. Based upon a content analysis of the digital media products and an inductive analysis of the interviews, observations, and community artifacts data, I determined participants demonstrated decisions connected to the design of projects created, decisions focused on the function of projects, and decisions connected with meaning. I created a typography to represent the decisions made by participants as they created projects in Scratch. Additionally, participants expressed a sense of accomplishment and expertise in Scratch product development. Findings from this research provide a nuanced understanding of the literacy practices and processes enacted by early adolescents as they create digital media in an online programming community via the use of coding.
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Wallner, Lars. "Framing Education : Doing Comics Literacy in the Classroom." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142067.
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Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.
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Sivnert, André, and Vasana Osinska. "Vad för möjligheter och problematik kan film som didaktiskt verktyg ha i undervisning?" Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40972.
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I denna kunskapsöversikt har vi författare haft som syfte att fördjupa oss inom filmundervisning i skolan för att undersöka hur film kan användas i undervisning. Vi vill även undersöka om det finns forskning kring om film som undervisningsmaterial skulle kunna medföra problematik i undervisningen. För att undersöka detta har vi använt oss av både nationell och internationell forskning. Vi har gjort sökningar av vetenskapliga artiklar i databaserna ERIC, Libsearch och SwePub, men även i relevant litteratur. Forskning visar att filmundervisning i skolan kan hjälpa elevers avkodning och skrivprocess. Vidare menar den forskning som tas upp i den här kunskapsöversikten att film inte bara skapar engagemang och motivation bland eleverna i vid arbete med detta i klassrummet. Forskning tar upp att det kan finnas kopplingar mellan arbete med film och förbättring av elevers tal- och lyssningsfärdgheter. Samtidigt visar forskning på att det finns en viss okunskap kring hur film används som didaktiskt verktyg. Kunskapsöversikten visar att även om filmmediet har en didaktisk potential kan denna form av undervisning bära med sig vissa utmaningar.
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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.
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SELVATICI, VERA LUCIA CARVALHO GRADE. "VISUAL LITERACY AND THE TEACHING OF WRITING: LEARNER INTERACTION WITH MULTIMODAL TEXTS DURING WRITING TASKS IN EFL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14243@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEste trabalho analisa a produção escrita de aprendizes de inglês-língua estrangeira com o objetivo de descrever a interação que estes aprendizes estabelecem com textos multimodais (TM), em atividades que visam ao exercício de escrita associado a letramento visual e conscientização sobre gêneros textuais. Três áreas de pesquisa forneceram embasamento teórico para o estudo: multimodalidade, aprendizagem multimídia e ensino baseado em gêneros. Estudos em análise de imagens (Kress & Van Leeuwen, 1996; Rose, 2001) forneceram elementos para a elaboração de um modelo voltado para a sala de aula de língua estrangeira. A teoria da aprendizagem multimídia, postulada por Mayer (2001), apresentou-se como suporte para a combinação verbal/visual no ensino da escrita. O conceito de gênero como ação social (Miller, 1994; Bazerman, 1997, 2005) direcionou as atividades para uma introdução a gêneros textuais. Os dados compreendem os textos escritos por três alunos adultos em três atividades de escrita com propósitos distintos e diferentes tipos de imagem/TM: capa de revista com fotografia, anúncio de publicidade com fotografia e ilustração no livro didático. O material analisado inclui também a gravação de duas das análises em sala de aula e questionários respondidos posteriormente às atividades. A análise buscou evidências no texto escrito e no discurso do aprendiz em relação a: (1) interação com a imagem/TM: percepção (Aumont, 1990), dependência e aproveitamento dos elementos representados, através da análise da configuração tópica do texto (Brown & Yule, 1983) e das respostas aos questionários; (2) oportunidades de aprendizagem visando enriquecimento lexical e a conscientização sobre gênero textual; (3) o conhecimento tácito do gênero textual e a influência deste e do contexto macro na interação do aprendiz com a imagem/TM. Os resultados das análises sugerem, entre outros pontos, que (1) a dependência da imagem/TM tem relação com o grau de dificuldade sentido pelo aprendiz ao escrever seu texto; (2) o gênero textual selecionado para a atividade de escrita influencia fortemente a leitura e o aproveitamento que este aprendiz faz dos recursos visuais e verbais da imagem/TM e (3) a análise de imagens/TM pode enriquecer a sala de aula, levando o aprendiz a exercitar seu letramento visual. O conhecimento sobre a aprendizagem multimodal pode contribuir para a elaboração de materiais de ensino voltados para o exercício da escrita em ILE.
This study analyses the written production of EFL learners with the purpose of describing how these learners interact with multimodal texts (MT) in writing tasks whose aims are the development of writing skills, visual literacy and genre awareness. Three areas of research served as the basis for the study: multimodality, multimedia learning and genre-based teaching. Studies of visual language (Kress & Van Leeuwen, 1996; Rose, 2001) provided the elements for a model of analysis to be used in language teaching classes. The multimedia learning theory, conceived by Mayer (2000), grounded the examination of the verbal/visual combination in the teaching of writing. The idea of genre as social action (Miller, 1994; Bazerman, 1997, 2005) guided the activities designed for genre awareness. The data include the texts written by three adult learners in tasks with specific pedagogical purposes and different types of images/MT: a magazine cover with a photograph, an advertisement with a photograph and a textbook illustration. It also includes the recorded material of two of the oral analyses in class and questionnaires completed by the students after the writing task. The analysis looked for evidence in the written texts and in the learners’ discourse concerning: (1) interaction with the image/MT: perception, dependence and use of the represented elements, through the analysis of the topic framework of the text (Brown & Yule, 1983) and the learners’ responses to the questionnaires; (2) learning opportunities focusing on lexical improvement and genre awareness; (3) tacit knowledge of the genre and its influence, as well as the influence of the macro context on the learners’ interaction with the image/MT. Some of the findings suggest that (1) dependence on the image/MT is closely related to the learner’s writing ability; (2) the genre selected for the activity strongly influences the learners’ responses and their use of the visual and verbal resources of the image/MT, and (3) multimodal text analysis can enrich the foreign language class, motivating learners to exercise their visual literacy. The knowledge of multimodal learning can contribute to the design of materials for the teaching of writing.
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Sheffield, Jenna Pack. "Writing Program Administration and Technology: Toward a Critical Digital Literacy in Programmatic Contexts." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556599.
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Grounded in computers and composition scholarship, this mixed-methods dissertation project investigates how digital literacy is being represented and instantiated across U.S. writing programs. Using critical theories of technology as my theoretical framework, I draw on three large data sets, including a national survey of 70 Writing Program Administrators (WPAs) concerning programmatic commitments to digital literacy, a multimodal critical discourse analysis of these programs' websites, and follow-up interviews with survey respondents. Based on my analysis of these data sets, I argue that the focus of most programmatic discourses and practices tends to construct digital literacy in terms of how technological tools can be employed to meet rhetorical outcomes. I maintain, however, that with writing programs as a central force in the renegotiation of digital literacies, WPAs are in a unique position, through discourses and practices, to rearticulate digital literacy as not just a skill or means to improving rhetorical awareness for print composing but also an analytic to examine the social, political, and educational forces undergirding electronic texts and technologies—making visible the social relations involved in technology implementation and encouraging examinations of how technologies affect composing processes. This critical approach positions students as not just consumers but producers of new media who are able to become active agents of change in technological environments. Discussing the challenges that come along with taking a critical approach to technology integration at the programmatic level, I suggest a framework for addressing these challenges—including localizing technologies, mapping local practices to national goals, employing a multiliteracies training model, foregrounding assessment, and fostering communities of practice around digital literacy.
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Kang, Joohoon. "Adolescent EFL Learners’ Multimodal Compositions and Adaptive Transfer across Distinctive Composing Media and Different Genres of Writing." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574767317484679.
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Margarella, Erin Elizabeth. "“It’s Not Pixie Dust”: An Exploratory Qualitative Case Study of a School-Based Multimodal Tablet Initiative." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6312.
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This dissertation presents findings from a qualitative case study of three English teachers representing varying levels of comfort with technology and years of teaching experience at St. Patrick Catholic High School. This research was motivated by two questions: (1) What are three literacy educators’ perceptions of a multimodal tablet initiative at a Catholic High School? (2) How is information regarding the use of iPad technology for literacy disseminated to three High School English teachers within a Catholic School system? Data was collected over a twelve-week period during the first academic year of implementation of a school-based multimodal tablet (iPad) initiative. Implementation during this time period was limited to students in their first and second year of high school. Under the direction of the initiative, teachers were tasked with utilizing the iPad as part of their daily instruction. Moreover, three Apps were highlighted for explicit use for uploading assignments and sharing content with students. Additionally, all textbooks utilized were in digital format. Data collected includes: artifacts, observations, interviews, and reflective field notes. Findings from this research indicate that all participants had positive perceptions of the tablet initiative and its promise for the future of the school and effect on student achievement. They felt, however, many areas that would support the effective implementation of the initiative were overlooked in lieu of the school remaining overly focused on maintaining its competitive edge against neighboring private schools. In essence, the school’s leadership utilized the iPads like “pixie dust”- sprinkling them around campus and hoping for an increase in achievement and digital citizenship among students without providing appropriate support and guidance for the teaching staff. Furthermore, the teachers believed the device presented new difficulties within the classroom dynamic including struggles with classroom management, academic honesty, and networking. The path of dissemination for information was convoluted with leadership members often verbally presenting conflicting expectations and information. While promising, the initiative lacked clearly articulated expectations for how teachers should integrate the device in their classrooms. Information related to the initiative was most often disseminated verbally via faculty meetings, but also uploaded within the school’s digital communication system. This digital drive was overly crowded with documents and lacked organization making locating information tedious and challenging. Given the pilot status of this implementation, the administrators did not present fully developed evaluative procedures or expectations for iPad integration creating uncertainty for teachers. These findings offer insight into the need for meaningful and individualized professional development opportunities for teachers that focus on deep interactions with multimodal capabilities prior to the onset of any initiative aiming to integrate iPad technology. Additionally, a clear path of dissemination in which expectations are written, explicit, and correlated with evaluative procedures would likely reduce confusion among teachers. Aligning the goals from all leadership members in an effort to create consistency among the information shared with staff is critical to implementing a technology initiative effectively.
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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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Lindqvist, Linda. "Views of the Ending of the Cold War : A case study that compares multimodal images in Swedish newspapers and history textbooks." Thesis, Stockholms universitet, Institutionen för mediestudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77701.
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This study compares how newspaper yearbooks and current upper secondary school history textbooks represent the Cold War between the years 1985-1991. As earlier research, this multimodal study focuses discourses and images. In addition I examine the usefulness of mediatization as illuminating tool in this context. For these aims, I have constructed a three-step model, in which concepts from mediatization theory are operationalized, and combined with Theo Van Leeuwen’s social semiotic theory. This thesis compares 356 representations from two yearbooks to 16 ones from three textbooks. At present, historical images are neither addressed nor regulated in the national curriculum, yet both educators and researchers within the field of education address them. The contribution of this paper is hence to shed light on the complexity of images, which shows how their meanings, including degree of mediatization, depend on context. Thereby I add a new aspect to multimodal literacy research.
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Aspenberg, Johanna, and Lisa Lari. "Att lära sig läsa världen : En multimodal analys av bilderböcker med fokus på Etnicitet utifrån ett Critical literacy perspektiv." Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-40854.
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I denna studie har vi gjort en kvalitativ analys av bilderböcker med fokus på etnicitet utifrån ett Critical literacy perspektiv med hjälp av en multimodal ansats. Syftet var att analysera hur etniciteter presenteras i svenska bilderböcker och möjligheter för kritiska diskussioner kopplat till pedagogisk verksamhet. Urvalet av bilderböckerna utgick från alla bilderböcker som utgavs under 2018 då Svenska barnboksinstitutet hade gjort en kvantitativ undersökning där de fokuserade på mörkhyade karaktärer i bilderböckerna utgivna samma år. I resultatet framkom det att etnicitet är osynlig i berättelsen. Även om det presenteras markörer hade det ingen betydelse i handlingen eftersom att representationen mest baserades på hudfärg. Slutligen framkom att pedagogerna bör anta en roll därdet finns möjlighet till kritiska diskussioner utifrån deras medvetenhet, kunskaper ochförhållningssätt. Om barnen tittar i böckerna själva eller om pedagogerna inte intar en roll som möjliggör kritisk diskussion får detta som konsekvens att den oreflekterade normen för vidare att etnicitet upplevs som avvikande.Betyg i Ladok, 210108.
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Tatum, Maryann E. "Digital Storytelling as a Cultural-Historical Activity: Effects on Information Text Comprehension." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/222.
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New literacies in reading research demand for the study of comprehension skills using multiple modalities, through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, research suggests that educators need activities to connect students' lack of reading skills with their growing multimodal literacy. During the post-reading phase of a directed reading activity (DRA), students were engaged in digital storytelling, where they created digital videos and slideshows based on information text read during DRA. Previous studies highlighting the use of digital storytelling have been limited to narrative formats and the influence that participation in this activity has on self-esteem and identity. This activity has been widely recommended for improving writing among teachers and in teaching journals, but it has not been empirically studied in the classroom as a comprehension activity. The theoretical framework that supported this study was Vygotsky's Cultural Historical Activity Theory (CHAT). The researcher used the CHAT framework and Burke's Pentad of Analysis (1969) to study the nature of student interactions. Research questions for this study were answered through both quantitative and qualitative methods. The questions being asked by the researcher were: 1.What were the effects of participation in directed reading activity (DRA) modified to include digital storytelling in the post-reading phase of DRA on 6th graders' comprehension of information text? 2. Did the interactions observed during participation in directed reading activity modified to include digital storytelling reflect the principles promoted by Cultural-Historical Activity Theory? Eighty sixth-grade students were randomly assigned to their digital storytelling groups. The subjects participated in whole-class DRA on two information texts, with the treatment group creating digital stories based on the texts. Cloze scores indicated that there was no significant difference in comprehension due to the treatment. However, there was ample evidence to support the claim that participation in digital storytelling instantiates the principles of CHAT. Overall, digital storytelling does show promise as a multimodal instructional activity, and the discussion expands to several implications and recommendations of future research on this instructional activity.
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Machado, Junior José Ferreira. "ANÁLISE DA SEÇÃO DE LEITURA DA SÉRIE TOP NOTCH SOB UMA PERSPECTIVA MULTIMODAL." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/9900.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe presence and relevance of images in discursive genres of contemporary communication has led to concerns about the formation of visually literate readers. Among the multimodal genres, we foreground the textbook for English learning (LDI), which is typically rich in terms of images. However, the activities suggested in such materials rarely point to the visual language exploration (GRAY, 2010). Thus, in this study, the reading sessions of the Top Notch English textbook series are analyzed, together with the methodological instructions of the Teacher‟s guide, aiming to verify to what extent the reading of the images of the discursive genres is explored and the nature of this reading. A context of genre consumption analysis was carried out in the Brazilian Military School System (SCMB). Within the theoretical framework of Critical Genre Analysis (MOTTA-ROTH, 2008) and using the Grammar of Visual Design (KRESS, van LEEUWEN, 2006) as lexical-grammatical reference, all the ten reading sessions of intermediate level Top Notch textbook were analyzed. These reading sessions are composed of semiotic complexes assembled with verbal written language and images. The analysis showed that 32.8% of the reading activities are offered to be approached multimodally through LDI and Teacher‟s guide instructions and also that 67% of the images of the reading sessions are activated for visual reading, what points to the role of the image as a meaning carrier, not as an illustration. There was a predominance of representational meanings (71%) explored in the multimodal reading activities, majorly placed in the pre reading stage, as a way to prepare for the verbal reading. However, the reading activities of corpus do not promote multimodal critical literacy, once they do not stimulate on the student readers the development of critical consciousness, one which unveils the power relations that occur via the genre and also the relationship between the text and the context where it takes place. In the multiliteracies perspective, we hope to contribute for the development of a broader reading towards the comprehension of represented meanings, not only in written verbal language, but also in the images of multimodal texts.
A presença e relevância de imagens em gêneros discursivos da comunicação contemporânea têm gerado uma preocupação crescente com a formação de leitores visualmente letrados. Dentre os gêneros multimodais destaca-se o livro didático para o ensino da língua inglesa (LDI), tipicamente rico em imagens. Entretanto, as atividades propostas nesses materiais raramente remetem à exploração da linguagem visual (GRAY, 2010). Em vista disso, neste trabalho são analisadas as seções de leitura da série de livros didáticos Top Notch, conjuntamente com as instruções metodológicas do Manual do professor com o objetivo de verificar em que medida a leitura de imagens dos gêneros discursivos apresentados é explorada e qual a natureza dessa leitura. Foi realizada uma análise do contexto de consumo do LDI o Sistema Colégio Militar do Brasil (SCMB). Dentro do enquadramento teórico da Análise Crítica de Gênero (MOTTA-ROTH, 2008) e tendo como base analítica léxico-gramatical a Gramática do Design Visual (KRESS, van LEEUWEN, 2006), foram analisadas todas as dez seções de leitura que constituem o Top Notch intermediário, as quais formam complexos semióticos, compostos de linguagem verbal escrita e de imagens. A análise revelou que 32,8% das atividades de leitura são oferecidas para serem abordadas multimodalmente por meio de instruções no LDI e no Manual do professor e que 67% das imagens das seções de leitura são acionadas para a leitura visual, o que aponta para o papel da imagem como portadora de significado e não como ilustração. Houve uma predominância dos significados representacionais (71%) explorados nas atividades de leitura multimodal, majoritariamente na etapa de pré-leitura, como forma de preparação para a leitura verbal. Entretanto, as atividades de leitura do corpus não promovem o letramento crítico multimodal por não estimularem nos alunos leitores o desenvolvimento de uma consciência crítica, que desvele as relações de poder que ocorrem por meio do gênero e a relação entre o texto e o contexto no qual ocorre. Na perspectiva dos multiletramentos, espera-se contribuir para o desenvolvimento da leitura mais ampla no sentido da compreensão dos significados representados não só na linguagem verbal escrita, mas também nas imagens em textos multimodais.
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Pinto, Ana Cláudia Soares. "Um modelo multimodal para a abordagem didática de textos imagéticos: uma proposta para o letramento visual no ensino de língua portuguesa." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9233.
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The discursive multimodality is a common linguistic phenomenon to any genre, and it is the union of more than one semiotic resource in a enunciation event. It is something that requires an understanding of semiotic materiality of texts paying attention to the understanding of all resources used in its constitution. It is something that requires a comprehension of semiotic materiality of texts paying attention to the understanding of all resources used in its constitution. Thus, this research focuses on such epistemological approach and it has as principal goal to investigate the implementation of a multimodal model as didactic proposal to the approach of the multimodal genres in Portuguese Language Teaching. Thus, this research focuses on this epistemological approach and aims to investigate the implementation of a multimodal model as didactic proposal to address the multimodal genres in Portuguese Language Teaching classes. The central object of the investigation is a field research developed in a class of ninth year of the Primary School in a public school in collaboration with the titular teacher of the cited class. The generation of data corresponded to three specific moments: the sequences of lessons, which consists in the planning and realization of the didactic project with the multimodal genres; the oral and written texts produced by the collaborator teacher about her participation in the research; and the textual productions of the students of the investigated class.The central object of this presente research is a research developed in a class of ninth year in a public school, that was done with the collaboration of the teacher of that class. The research data is based on three specific moments: the sequences of lessons, which is the planning and realization of the educational project with multimodal genres; oral and written texts produced by the titular teacher about her participation in the research; and textual productions of the students of the investigated group. Based on multimodal theoretical model, a sequence of three classes were developed and applied, in order to develop visual literacy. The main results point to the identification of multimodal model as an essential educational tool in the visual literacy process to develop a educational attainment. This fact leads to another: the perception of a critical and more aware use of language materialized by the interaction of verbal and image in the student productions. In addition, evaluations of own pedagogical, made by the titular teacher, demostrated a positive assessment performed experience while also unveil epistemological difficulties during the research. Therefore, we can state the positive contribution of the multimodal teaching project to approach a practice of reading and production of imagistic texts in a socially conscious way. This fact corraborate to the thesis that participation in an educational project through multimodal model enables contact with aspects of the production of multimodal genres and with its own meta-language developing Visual Literacy and critical training learner.
A multimodalidade discursiva é um fenômeno linguístico comum a todo gênero textual e que consiste na união de mais de um recurso semiótico em uma composição enunciativa. É algo que requer uma compreensão da materialidade semiótica dos textos atentando para o entendimento de todos os recursos usados em sua constituição. Assim, a presente pesquisa centra-se nessa abordagem epistemológica e tem como principal objetivo investigar a implementação de um modelo multimodal como proposta didática para a abordagem dos gêneros multimodais no Ensino de Língua Portuguesa. O estudo encontra embasamento teórico nos postulados sobre Multimodalidade e Letramento Visual, especialmente, nos trabalhos de Almeida (2009; 2011), Kress e van Leeuwen (1996) e Stokes (2002) e nas concepções acerca da Linguística Aplicada e dos gêneros textuais com os estudos de Moita Lopes (2006; 2009; 2013), Bronckart (2006), Dionísio (2005) e Balloco (2005). O objeto central da investigação é uma pesquisa de campo desenvolvida em uma turma de nono ano do Ensino Fundamental de uma escola pública em colaboração com a professora titular da referida turma. A geração dos dados correspondeu a três momentos específicos: as sequências de aulas, que consiste no planejamento e realização do projeto didático com os gêneros multimodais; os textos orais e escritos produzidos pela professora colaboradora sobre sua participação na pesquisa; e as produções textuais dos alunos da turma investigada. Foram elaboradas e aplicadas, à luz do modelo multimodal, três sequências de aulas, tendo em vista o desenvolvimento do letramento visual. À luz da análise desenvolvida, os principais resultados apontam para a identificação do modelo multimodal como uma ferramenta didática essencial no processo de letramento visual e na formação crítica do aluno. Essas evidências conduzem a outro fato constatado na análise - à percepção de uma linguagem crítica e mais consciente em relação ao seu uso materializada pela interação do verbal e da imagem, nas produções dos alunos. Além disso, as avaliações do próprio fazer pedagógico, feitas pela professora colaboradora, revelam uma avaliação positiva da experiência realizada, embora desvele também dificuldades de ordem epistemológica no decorrer da pesquisa. Portanto, como desdobramentos de todas as análises, ficou constatado a contribuição positiva do projeto didático para a abordagem de uma prática de leitura e produção de textos imagéticos de forma socialmente consciente. Esse fato serviu para confirmar a tese de que a participação em um projeto de ensino por meio do modelo multimodal possibilita o contato com aspectos da produção dos gêneros multimodais e com uma metalinguagem própria desse gênero contribuindo para o desenvolvimento do Letramento Visual e para a formação crítica do aprendiz.
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Moyes, Peter. "Max the Apple: A Multimodal Research Project - How Can We Best Exploit the Interactive Possibilities Presented by New Media in Stories for Children?" Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366497.
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This research project poses the question: How can we best exploit the interactive possibilities presented by new media in stories for children? By way of a response, I developed an interactive narrative for children aged five to ten years, Max the Apple. This multimodal picture book presents themes of friendship, loss, grief, and the cycles of nature, as well the representation of a range of cultural practices that respond to these themes.
The story engages on three tiers: the first tier is the first-person narrative that is communicated by text, simple visuals, and a voice-over narration by a five-year-old child; the second tier provides learning content associated with the story’s themes and accessed via interactive buttons; and the third tier presents games also related to the themes that further develop the participant’s investment in the narrative. The project aims to present an entertaining and challenging learning environment by retaining the affordances of traditional media, such as conventional narrative arcs and imaginative readership, while exploiting the possibilities of active participation offered by new media.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Tan, Lee Wee Lynde. "Adolescent literacies, multimodal textual repertoires and digital media : exploring sites of digital literacy practices and learning, inside and outside school." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587530.
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In this thesis, I have argued that only when literacy is understood as a 'social practice and the repertoires of the students who use it considered, can a spirit of learner-centeredness be enacted in Singapore's schools. It argues that adolescents engage in multi modal textual repertoires, in and out of school, which comprise the collective assembly, production on the go, mu!titasking and fun. These findings lead to an important understanding that literacy practices may be best understood as a complex configuration of school and home practices which cannot be easily disaggregated into separable school and home practices. This thesis also suggests that literacy and learning are inseparable in social practice, regardless of the sites of their occurrences. Rather than framing school and outside school as two clearly-bounded domains of literacy practices, this thesis contends that the connection between them is captured by the relationship amongst literacy demands, practices and technology affordances. Although this thesis shows that adolescents emphasise the social affordances of digital media in their out-of-school literacy practices, it argues that their participation in these practices have enabled them to meet the demands of their school work and thus sheds light on their ways of learning, namely learning by doing and social learning. Contrary to the widely-cited view that multiliteracies are paramount in this digital age, this thesis highlights the tension in adolescents' identities in learning and suggests that traditional print- based literacy in language learning remains key to their social futures. Drawing on the theoretical underpinnings of New Literacy Studies, this thesis adopted an ethnographic perspective to study ten 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this thesis were collected over a period of eight months from participant observations, with video-and-audio recordings, conducted in a school in Singapore, semi-structured and in- depth text-elicited group and individual interviews, the adolescents' research diaries, and their artefacts from school and out-of-school literacy practices
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Souza, Carla Cristina de. "A leitura crítica de textos multimodais nas aulas de inglês: uma proposta de letramento com base na linguística sistêmico-funcional." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3387.
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Segundo os PCN, o ensino de Inglês deve contribuir para a formação de indivíduos questionadores e autônomos, que sejam capazes de fazer uso da linguagem como prática social. Este trabalho tem como objetivo apresentar uma proposta para desenvolver o letramento crítico através da leitura (KLEIMAN, 1995; SOARES, 2006), de forma a atender essa necessidade. Para tanto, indico, nesta dissertação, formas de abordar textos multimodais didaticamente, através da Análise Crítica do Discurso (FAIRCLOUGH, 2003) usando os pressupostos teórico-metodológicos e as categorias analíticas oferecidas pela Linguística Sistêmico-Funcional. A relevância do estudo de textos com imagens na escola está na possibilidade de trazer para esse ambiente a discussão de como essas semioses expressam diferentes modos de acesso ao conhecimento. Além disso, apesar da existência de trabalhos dedicados à habilidade de leitura em Inglês (RAMOS, 2004; BAMBIRRA, 2007; VIAN JR., 2009) e, por outro lado, de pesquisas acerca da leitura de imagens e ensino (SARDELICH, 2006: OLIVEIRA, 2006), poucos são os trabalhos que contemplam a leitura crítica em língua estrangeira no que diz respeito à integração da linguagem verbal e visual para a produção de sentidos. Para investigar as escolhas linguísticas e imagéticas e sua relação, responsáveis pela mensagem a ser negociada com o leitor, foram estudados dezessete textos, separados em quatro grupos representando quatro gêneros textuais compostos pelo verbal e pelo visual: cinco artigos de revista, três resenhas, cinco tirinhas e quatro anúncios publicitários. Eles foram examinados separadamente através de algumas das seguintes categorias dentro das três metafunções: a ideacional, principalmente pela análise dos Processos (HALLIDAY & MATTHIESSEN, 2004; KRESS & VAN LEEUWEN, 2006) e da Representação dos Atores Sociais (VAN LEEUWEN, 1997 e 2008); a interpessoal, pela Valoração (MARTIN e WHITE, 2005) e as instâncias de Contato, Distância Social e Atitude no visual (KRESS & VAN LEEUWEN, 2006); a textual, somente na imagem, quanto à Saliência, ao Valor Informacional e à Moldura (KRESS & VAN LEEUWEN, 2006). A partir da descrição e discussão dos resultados das análises de cada gênero, proponho algumas atividades para exemplificar a aplicação da LSF em contexto escolar. A construção dos exercícios baseou-se principalmente no artigo de Ramos (2004) sobre a implementação de gêneros em sala de aula. Assim, o trabalho com os corpora se dividiu em três momentos, usando cada gênero de uma vez: 1) descrição do gênero em seu contexto situacional e considerações sobre o contexto cultural; 2) análise do corpus aplicando a LSF e 3) exemplificação de atividades a partir da análise. Os resultados indicam que verbal e visual tendem a se complementar nos gêneros estudados e os ferramentais teóricos utilizados se mostraram como um generoso ponto de partida para o desenvolvimento de atividades de leitura críticaAccording to the PCN, the teaching of English should contribute to the formation of inquisitive and autonomous individuals, who should be able to make use of language as social practice. This work aims at presenting a proposal to develop critical literacy through reading (KLEIMAN, 1995; SOARES, 2006) in order to fulfill this need. To reach such goal, I indicate forms to approach multimodal texts didactically through Critical Discourse Analysis (FAIRCLOUGH, 2003) by using the theoretical-analytical framework and the categories offered by Systemic Functional Linguistics. The relevance of studying texts with images at school is the possibility to bring to this environment the discussion of how the two semioses express different ways to access knowledge. Besides, although much has been researched about teaching reading in English (RAMOS, 2004; BAMBIRRA, 2007; VIAN JR., 2009) and, on the other hand, on how to teach reading images (SARDELICH, 2006: OLIVEIRA, 2006), there are few works that encompass critical reading in foreign languages integrating the verbal and the visual aspects in the production of meanings. To investigate the linguistic and visual choices and their relationship, which is responsible for the messages to be negotiated with the reader, seventeen texts were studied, which were divided into four groups of multimodal genres: five magazine articles, three movie reviews, five comic strips and four print advertisements. They have been examined separately through some of the following categories within the three metafunctions: ideational, mainly through the analysis of Processes (HALLIDAY & MATTHIESSEN, 2004; KRESS & VAN LEEUWEN, 2006) and the Representation of Social Actors (VAN LEEUWEN, 1997 e 2008); interpersonal, by the Appraisal Theory (MARTIN e WHITE, 2005) and the visual instances of Contact, Social Distance and Attitude (KRESS & VAN LEEUWEN, 2006); textual, only in the images, regarding Salience, Informational Value and Framing (KRESS & VAN LEEUWEN, 2006). From the description and discussion of the results of the analysis in each genre, I suggest some activities to exemplify how to implement the principles of LSF in the school context. The construction of activities was based on Ramos article (2004) about the use of genres at school. Therefore, the work with the corpora was divided into three moments, using each genre at a time: 1) description of the genre in its situational context and some comments on its cultural context; 2) analysis of the corpus applying the LSF and 3) exemplification of activities made from the analysis. Results have pointed to the complementation between visual and verbal elements in the construction of meanings and the theoretical-analytical framework used has proven to be a generous starting point for the development of critical reading activities
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Mattsson, Edvard. "”Bring us the girl and wipe away the debt” : Didaktisk potential i multimodal fiktionsläsning." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444613.
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Rundqvist, Kimberly. "En modell för att bedöma faktafilmers multimodala kvalitéer inom biologi för årskurs 4–6." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40016.
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Denna studies syfte är att skapa ett analysverktyg, vilket lyfter fram kvalitativa aspekter som har betydelse vid värdering av val av filmer inom naturvetenskap för år 4–6. Många lärare använder sig av faktafilmer som ett komplement i deras undervisning, men de har inte verktygen för att värdera de otaliga faktafilmer som finns tillgängliga för lärare att välja mellan. Denna studie utgår från en multimodal teoribildning och ett multimodalt literacyperspektiv. För att analysera faktafilmer från sajten Sli.se har ett analysverktyg i form av en kodningsmanual och ett kodningsschema tagits fram utifrån tidigare forskning. Utifrån kodningsschemat har sedan sju faktafilmer från sajten Sli.se analyserat. Resultatet visar att de pedagogiska faktafilmerna uppfyller multimodala pedagogiska kvalitéer genom relation till kursplan, representation, interaktion och innehåll. Dessa multimodala pedagogiska kvalitéter gör att tittarna ökar sitt meningsskapande och därigenom ökas deras lärande.
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Gunnmo, Elin, and Nellie Fredriksson. ""Nobody puts Baby in a corner" : en litteraturstudie om filmens roll som multimodal text i undervisning." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39283.
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De elever lärare möter i dagens skola är vana vid att se på film (von Scantz, 2016, s. 141). Läraren ges därför enligt Westergren (2016, s. 61–62) genom att bruka film i sin undervisning en möjlighet, till att använda ett språk som eleverna är väl förtrogna med. Film som läromedel kan även ge en stark känslomässig och gemensam upplevelse som eleverna kan dela tillsammans. Andersson (2014, s. 109) förklarar att då lärare tenderar att koppla ihop film i undervisning med stökighet i klassrummet och tidskrävande arbetsuppgifter, väljer flertalet lärare bort att använda mediet. Med detta i åtanke ämnar denna studie analysera vad forskning säger om film som pedagogiskt redskap, både genom samtal (filmundervisning) och skapande (filmskapande). Syftet med studien är att analysera vad forskning säger om filmundervisning och dess konsekvenser för elevers utveckling av literacy i förskoleklass och grundskolans årskurs 1–3 (F-3). Syftet vill vi uppfylla genom att i litteraturstudiens resultatdel besvara följande frågor: - Hur påverkas elevers literacyutveckling av filmundervisning i F-3? Vilka attityder finns det hos lärare till filmundervisning för F-3? Denna litteraturstudie har eftersträvat att inkludera både internationella och nationella vetenskapliga publikationer som behandlar ämnesområdet. Det utvalda materialet har analyserats och dess relevans har säkerställts genom urvalskriterier. Teorier som behandlas är; sociokulturell teori, sociosemiotisk teori samt Luke och Freebodys modell för utveckling av literacy. Beträffande studiens första frågeställning visar resultatet att film bidrar till engagemang hos eleverna vilket motiverar dem. Vidare möjliggör filmundervisning att eleverna kan börja koppla innehåll i texter till egna erfarenheter. Genom att analysera film får eleverna bättre förståelse för berättelsers struktur och uppbyggnad. Vidare kan filmupplevelsen skapa en gemensam referensram för eleverna. Resultatet utifrån studiens andra frågeställning visar att lärarens attityd till film påverkar hur film används i undervisning. Om läraren har en negativ inställning till film kommer detta att skicka signaler till eleverna om vad som anses som lärande eller inte, vilket påverkar elevernas uppfattning av filmmediet. Sammanfattningsvis ser vi att filmundervisning kan ha positiva effekter på elevers utveckling av literacy. Enligt läroplanen är det viktigt att koppla ihop elevernas egna erfarenheter av läs- och skrivaktiviteter med skolans (Skolverket, 2017b, s. 8). Genom att i undervisningen använda sig av film möjliggör lärare för eleverna denna viktiga koppling till deras egna erfarenheter.