Multiliteracies in Practice: Integrating Multimodal Production Across the Curriculum

Thibaut, Patricia; Curwood, Jen Scott

doi:10.1080/00405841.2017.1392202

Cited by 39 publications

(29 citation statements)

References 15 publications

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“…First, students mostly enjoyed their recent multiliteracies lessons, which is evidence of the teachers' ability to design engaging and meaningful multiliteracies lessons which students appreciated. This is consistent with studies on multiliteracies learning, where students reported enjoyment of their learning experiences (Ganapathy, 2016;Thibaut and Curwood, 2018;Yeh, 2018).…”

Section: Discussionsupporting

confidence: 90%

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

2021

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Multiliteracies has been incorporated in the curriculum of many education systems around the world. Beyond the broadening of focus in literacy to include multimodal meaning‐making, multiliteracies pedagogies are also associated with certain pedagogical shifts, such as a focus on bridging the students' out‐of‐school literacy practices with what and how they are learning in school. This often involves appropriating social media as well as introducing popular culture topics in the classroom. This article discusses the students' perspectives of these ideas to inform the teacher's design of multiliteracies learning. Drawing on data collected through surveys and focus group discussions from a multi‐phased research project on multiliteracies in Singapore, we reflect on the students' expressions of their experiences and expectations on multiliteracies learning. In particular, we surface an instrumental view of learning where concerns over examinations and future career prospects cloud the students' learning. We also identify a desire among the students to keep their worlds of home and schools separate. While the discussion of the students' perspectives is anchored in the context of Singapore, the implications contribute to the global discourse among curriculum planners, educational researchers and teacher practitioners who are interested in improving the design of multiliteracies learning in their contexts.

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Section: Discussionsupporting

confidence: 90%

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

2021

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“…Las consecuencias de estas prácticas no son triviales en tanto dan cuenta de la necesidad de aprender el uso del texto escrito, el lenguaje oral y el texto multimodal (Luke et al, 2000). Además, alertan sobre la importancia de entender las relaciones y la distribución de conocimiento que se da entre profesores y estudiantes, así como los procesos de producción de texto en el aula (Thibaut y Curwood, 2018). En América Latina la investigación en el cruce de tecnologías y alfabetización es emergente (Knobel y Lankshear, 2011).…”

Section: Nuevas Literacidadesunclassified

El nexo entre literacidad y cultura digital: una mirada docente en Chile

Thibaut

2020

REDIE

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La revolución digital ha moldeado nuevas prácticas de comunicación y de producción del conocimiento. Desde ahí han surgido conceptualizaciones emergentes sobre literacidad que intentan dar respuesta a la pregunta sobre qué significa estar alfabetizado en un mundo digital. El presente estudio explora dichas problemáticas considerando el enfoque de nuevas literacidades, de modelos culturales docentes y sus prácticas en el día a día. La investigación se sitúa en el contexto educacional chileno y utiliza una metodología de estudio de caso múltiple, la cual se desarrolló en tres establecimientos educacionales durante tres semestres, incluyendo a los profesores de lenguaje y sus estudiantes. El análisis sugiere la existencia de una disonancia entre los modelos culturales de los profesores sobre literacidad y tecnología y sus prácticas docentes. Por lo tanto, las prácticas de enseñanza de lenguaje estarían ancladas en el texto escrito, sin coexistir con nuevas prácticas propias de la cultura digital del siglo XXI.

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“…New literacies are ways of and means for “creating, sharing, and negotiating meanings using forms of inscription that have emerged and evolved with the development and proliferation of digital electronic technologies and networks” (Knobel and Lankshear, 2018: 4). This includes multimodalities, digital literacies, online storytelling, multiliteracies, computer literacies, multiple literacies, and many others (Alexander et al., 2017; Coiro et al., 2014; Lammers, 2016; Masny and Cole, 2012; Thibaut and Curwood, 2018). As such, new literacies require and promote sociocultural learning in ways that often are impossible in traditional, Academic English-oriented classrooms.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ discursive moves in two distinct literacy modes: Comparing approaches in a grade 10 English classroom

Toncic

2020

E-Learning and Digital Media

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This exploratory sociolinguistic study examined D/discourses and writing modes in a Grade 10 English literature classroom wherein students answered literature-based questions by means of both traditional and new literacies approaches. Studies conducted at the intersection of classroom instruction and online affinity spaces are still surprisingly under-reported in the academic literature; thus, the purpose of this small study was to contribute to new literacies studies research within classroom contexts by examining what happened when students responded to teacher-given prompts in two distinct modes: a traditional, essay-style response and a live, backchannel chat. This study compared the language use and some of the discursive moves that students made when composing written answers via both modes in order to provide insights for educators who may seek to use new literacies in their classrooms. Findings add to the discussion about what I see as the self-limiting aspects of traditional essayist-literacy (i.e. Academic English) favored by schools and the benefits of socially constructed literacy events facilitated by classroom-based online affinity spaces. Interestingly, findings suggest that this is not an either-or dichotomy, but that students in this study seemed to co-construct their literary analysis in the liminal space between Academic English and online chat discourse.

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Multiliteracies in Practice: Integrating Multimodal Production Across the Curriculum

Cited by 39 publications

References 15 publications

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

El nexo entre literacidad y cultura digital: una mirada docente en Chile

Students’ discursive moves in two distinct literacy modes: Comparing approaches in a grade 10 English classroom

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