Developing a systemic functional approach to teach multimodal literacy

Lim, Fei Victor

doi:10.1186/s40554-018-0066-8

Cited by 66 publications

(65 citation statements)

References 17 publications

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“…Research on multimodal pedagogy revealed that the implementation of this pedagogy could help English language learners develop their language and multimodal literacy skills (Coccetta, 2018;Dzekoe, 2017;Ganapathy, 2015;Hafner, 2014;Kaminski, 2019;Kumagai, Kanoeda, & Nishimata, 2016;K. Lee, Ardeshiri, & Cummins, 2016;Lim, 2018;Millaray, Cárcamo, Heraldo, & Larenas, 2016;Mulatsih, 2016;Ruan, 2015;Souzandehfar, Saadat, & Sahragard, 2014;Yi & Choi, 2015). As one of the few empirical studies, Lee, Ardehshiri and Cummin (2016) investigated the implementation of multiliteracies pedagogy in a Computer-Assisted Multiliteracies Programme (CAMP) setting in an English communication course in a Korean public middle school during the summer session.…”

Section: Theme Two: Multimodal Pedagogy Improved English Language Andmentioning

confidence: 99%

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Kustini¹,

Suherdi²,

Musthafa³

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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Due to the global proliferation of information technologies and communication channels, today's students are increasingly engaged with multimodal, multimedia along with printed-based literacy practices and are significantly exposed to new information and mass communication on daily basis. As a result, there has been a significant increase in research publications on multimodal-based teaching practices and the impacts of such instructional practices on students' learning. This study attempts to synthesize and critically analyze the existing empirical research on multimodal pedagogy in EFL classroom contexts. The descriptive statistics characterizing the studies reviewed (e.g., the research designs, participant characteristics, settings) were presented along with the qualitative content analysis results containing the emerging themes which sequentially arranged according to its prevalence. The research articles reviewed in this study were based on the following inclusive criteria: (1) peer-reviewed studies, (2) studies concerned with multimodal pedagogy in EFL contexts, and (3) published within the last 6 years. The search for these articles was conducted electronically using search engine databases (e.g., ERIC, Google Scholars) and some reputable journal websites (e.g., tanfonline.com, link.springer.com). Across the corpus of 40 studies, findings revealed that the most preferred study design for multimodal research was case studies conducted in school settings involving both teachers and students as participants. This analytical review also revealed five prevalent themes of findings informing the possibilities and complexities of pedagogical benefits and constraints of multimodal pedagogy. The results of this study could hopefully provide insights on what has been done thus far and showcase implications for research and practice.

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Section: Theme Two: Multimodal Pedagogy Improved English Language Andmentioning

confidence: 99%

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Kustini¹,

Suherdi²,

Musthafa³

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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“…This finding is related to Lim (2018) that by having adequate education for pre-service teachers at universities or some workshops for in-office teachers through ongoing lifelong learning and putting knowledge into the classroom, teachers update their concepts and technology tools to 66 improve their ability to choose, controlling, and assessing information technology in their EFL teaching. Besides, Valtonen, Kukkonen, Kontkanen, Mäkitalo-Siegl, & Sointu (2018) also agree that technology, pedagogy, and knowledge content for English teachers provide insight into the framework of the teaching and learning process.…”

Section: Resultsmentioning

confidence: 96%

“…Those who are specifically interested in this complete digital set are called web pages, blogs, wikis, podcasts, various types of videos, video games, infographics, posters, brochures (for some examples from the context of writing L2). Multimodal literacy is about understanding affordability, namely the potential and limitations, the resources for making different meanings, and how they work together to produce coherent and cohesive multimodal texts (Lim, 2018).…”

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confidence: 99%

Investigating of Pre- Service Teachers’ Perception and Readiness to Digital Multimodal Literacy at Lakidende University

Miki

2020

IJLECR

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The era of 21st century learning literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. Hence, multimodal literacy has gained more attention amongst literacy educators, researchers and curriculum authorities. The purpose of this study is to investigate the perception and the readiness of English teacher in 21st multimodal literacy in this era of new types of communication. The research conducts an online survey research at Lakidende University. The findings describe the demographic teacher with multimodal literacy which related to the teacher have positive attitude in using a digital media tools, that indicated that they ready to use digital multimodal literacy.The implications of this research give direction and new perspective in using multimodal literacy for English classroom. It suggests that could be better supported by university environment, stakeholders, and government in developing the quality of English teachers’ professional development.

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“…COMO ENSINAR NUMA PEDAGOGIA DA LEITURA REALIZADA ON-LINE PARA APRENDER Na teoria dos multiletramentos, educar indivíduos com habilidades necessárias à cidadania do século XXI depende crucialmente da disponibilização de contextos de aprendizagem desenhados de acordo com um repertório de processos básicos de aprendizagem (NEW LONDON GROUP, 1996;COPE, 2012;JEWITT, 2008;LIM, 2018)).…”

Section: Conhecimentounclassified

Para uma pedagogia da leitura realizada on-line: para construir conhecimento

Pereira

2020

TEXTO DIGITAL

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O principal propósito deste artigo é o de evidenciar a necessidade da implementação de uma pedagogia específica da leitura realizada na internet com vista à construção de conhecimento. Situo genericamente esta ideia na teoria dos multiletramentos e arrolo três argumentos. Em primeiro lugar, apresento dados referentes à leitura on-line realizada por crianças e adolescentes, que, entre outros aspetos, revelam que estes sujeitos realizam com frequência a prática de leitura na internet para construir conhecimento. Em seguida, sistematizo as principais premissas de um modelo teórico desenvolvido para captar as especificidades da leitura realizada on-line para aprender. Por fim, apresento a análise de uma lição disponível numa plataforma digital on-line especificamente desenvolvida para a promoção da construção de aprendizagens e que mostra a dificuldade que a construção de uma tal pedagogia pode constituir quando é realizada sem conhecimento pedagógico específico. Embora não perfazendo um conjunto exaustivo, esta sequência de argumentos constitui-se, na minha opinião, como um conjunto coerente de razões convincentes da necessidade de implementar uma pedagogia específica da leitura dos textos que são lidos na internet com vista à construção de conhecimento.

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Developing a systemic functional approach to teach multimodal literacy

Cited by 66 publications

References 17 publications

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Investigating of Pre- Service Teachers’ Perception and Readiness to Digital Multimodal Literacy at Lakidende University

Para uma pedagogia da leitura realizada on-line: para construir conhecimento

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