Multiliteracies in an Outcome-Driven Curriculum: Where Is Its Fit?

Tan, Lynde; Guo, Linfei

doi:10.1007/s40299-013-0082-0

Cited by 16 publications

(13 citation statements)

References 14 publications

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“…One of the reasons behind the above problem is due to the lack of teachers' multimodal literacy. The capacity to read and write traditionally was restrained the definition of literacy and the importance of literacy was on the reading and writing skill in printed texts (Tan, 2014). Nowadays, the wide-ranging definition of literacy includes to the literacy of information and communication technology related to prepare students for the 21 st century learning (Tan, 2016).…”

mentioning

confidence: 99%

Investigating English Language Teachers in Developing Tpack and Multimodal Literacy

Drajati

Tan

Haryati

et al. 2018

Indonesian J. Appl. Linguist

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Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using quantitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21 st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers' professional development.

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confidence: 99%

Investigating English Language Teachers in Developing Tpack and Multimodal Literacy

Drajati

Tan

Haryati

et al. 2018

Indonesian J. Appl. Linguist

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“…In their study on secondary school students in Singapore, Lim and Kok Yin Tan (2018) found that when students critically analysed how arguments were constructed to reinforce a particular point of view in film clips, they gradually moved from a superficial response towards a critical and informed interpretation supported by textual evidence. Using students' interests and prior out-of-school experiences of texts may also increase students' critical awareness (Ajayi, 2015;Molin, Godhe & Lantz-Andersson, 2018;Tan & Guo, 2014). Ajayi (2015) studied critical digital reading activities of Nigerian girls in Grade 9.…”

Section: Prior Empirical Research On Critical Digital Literacy In Edumentioning

confidence: 99%

Students’ critical analyses of prominent perspectivesin a digital multimodal text

Molin

Godhe

2020

NJDL

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The purpose of this article is to explore how aspects of students' critical digital literacy can be developed through the analysis of digital multimodal texts in a secondary school classroom. The analysis of students' group discussions, when deconstructing a video clip, shows that opportunities to develop a critical awareness of prominent perspectives in a digital multimodal text increase when students become aware of the construction of the text. However, more instructional attention needs to be given to the role modes play across diverse elements in a digital multimodal text.

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“…Instruction focused on multiple modes of expression (e.g., spoken and written language, still and moving images, sounds, spatial performances, icons, gestures) is a type of schooled literary formalism that emphasizes studying texts for their particular features rather than attending to external influences that may complicate such teaching. This approach is not equivalent to a pedagogy of multiliteracies with its four components—situated practice, overt instruction, critical framing, and transformed practice (Cope & Kalantzis, )—for reasons illustrated in Tan and Guo's () study. Of particular interest here is their attempt to introduce multimodal reading and writing practices into a formal language arts curriculum in Singapore.…”

Section: Multimodal Reading and Writingmentioning

confidence: 99%