Multimodal Awareness in Ecology Discourse for Children Education

Abstract

I: Questo studio presenta i risultati di una ricerca qualitativa sull'interazione di bambini e adolescenti dagli 8 ai 13 anni con siti web creati da adulti per bambini per promuovere consapevolezza sull'ecologia e comportamenti eco-sostenibili. Il quadro teorico di riferimento è l'analisi critica multimodale e la multiliteracy. Le domande di ricerca principali vertono sui seguenti punti: 1. Quali sono i livelli di consapevolezza critica in bambini e adolescenti dagli 8 ai 13 anni in relazione a testi multimodali sull'ecologia creati da adulti per sensibilizzare bambini e adolescenti su tematiche eco-sostenibili? 2. Come variano gli aspetti di consapevolezza critica multimodale tra gli 8 e i 13 anni? Gli ambiti di interesse comprendono due aspetti principali: a) la competenza delle strategie multimodali e di multiliteracy per contesti di narrative eco-sostenibili; b) i livelli di partecipazione nell'azione sociale attraverso testi multimodali. L'analisi qualitativa dei dati contribuisce a formulare linee guida per promuovere competenze di autonomia digitale e di multiliteracy. Lo scopo ultimo è promuovere in maniera efficace la comunicazione eco-sostenibile attraverso la consapevolezza critica multimodale per fasce d'età e comunità di pratica diverse (PRIN project: ACT MACE 2009-2011). Abstract II:The present study focuses on ecological narratives for children as presented in websites. The paper summarises the results of a qualitative research study on the interaction of children and adolescents aged from 8 to 13 with adult-generated websites promoting awareness about ecology and positive action about ecological behaviour. This study is carried out within the theoretical frameworks of critical multimodal digital literacy and multiliteracy. The main research questions addressed in the present paper are: 1. What are the levels of critical awareness in children and adolescents (from age 8 to 13) when engaged with multimodal texts about ecology produced by adults for the purpose of children education? 2. How do phenomena related to critical awareness vary within a developmental perspective from Grade 3 to Grade 8? The key areas of investigation encompass two wide-ranging aspects: a) Awareness of multimodal/multiliteracy strategies to decode eco-sustainable narra- Le SimplegadiVol.

Meaning-Making in Ecology Education: Analysis of Students’ Multimodal Texts

“…In recent decades, there has been increasing interest in the analysis of how visual representations are employed as teaching resources [29][30][31], and specifically, how students create representations through drawings [9,32,33]. However, few studies have focused specifically on ecology (see [5,23,[34][35][36][37]). Out of these, even fewer concern issues connected to multimodality, for example, students' multimodal awareness when interacting with websites [36] and teachers' multimodal communication in classrooms [37], though analysis of students' multimodal texts is rare.…”

“…However, few studies have focused specifically on ecology (see [5,23,[34][35][36][37]). Out of these, even fewer concern issues connected to multimodality, for example, students' multimodal awareness when interacting with websites [36] and teachers' multimodal communication in classrooms [37], though analysis of students' multimodal texts is rare. What research has been undertaken (see, for instance, [38]), suggests that as students create multimodal texts to describe and explain scientific phenomena, this has considerable potential to enhance their meaning-making.…”

Appreciation for Raja Ampat in the Official Website of Indonesian Tourism: Ecolinguistic Study

“…Bortoluzzi (2017) found out the level of critical awareness in children and adolescents in multimodal texts about ecology and comparing the development of mental perspective among children and adolescent. The research suggests that the websites should guide the children more explicitly on the texts chosen so that they can recognize the potential dangers and be empowered users (Bartoluzzi, 2017) II. LITERATURE REVIEW…”