Multiliteracy

Competence-based education (CBE) has become a central topic in transnational education policy. The approach has been applied at various education levels around the world, and it has been promoted by various international actors, such as the Organisation for Economic Co-operation and Development (OECD) and the European Union (EU). During the latest curriculum reform, the Finnish education system took a step towards CBE as new transversal competences were introduced into the national level core curricula (Uljens & Rajakaltio, 2017). Even though CBE has been studied widely, there is a need for contextual understanding (Nordin & Sundberg, 2016; Weninger, 2017b). In this dissertation, I focus on the contextualisation of CBE within the Finnish curricular framework of basic education. The results provide conceptual tools to understand, develop and implement a competencebased curriculum.

This dissertation is constructed on two interrelated levels following the inductive logic of grounded theory research. Firstly, on a more specific—micro—level, I focus on the individual concept of multiliteracy to understand how it is contextualised in curricular contextualisation of the CBE. Based on these research topics, I locate this dissertation to cross the following three areas of educational research: 1) on the micro level, the results offer new contextual knowledge about multiliteracy for literacy studies (Kulju et al., 2018; Mills, 2010; Zhang et al., 2019); on the macro level, the results provide new knowledge 2) in the field of curriculum studies, addressing curricular contextualisation in particular (Fernandes et al., 2013; Leite et al., 2020) and 3) in the field of education studies, focusing CBE (Priestley & Sinnema, 2014; Sinnema & Aitken, 2013; Voogt & Erstad, 2018).

This dissertation consists of three published peer-reviewed research articles and an integrative chapter synthesising the dissertation. The curricular contextualisation of CBE is studied in this research using the method of qualitative content analysis. The broader methodological framework is oriented from qualitative grounded theory research. The research data consist of international peer-reviewed research articles collected in 2015 (n=14) and Finnish local curricula collected in 2017 (n=219) and in 2019 (n=220). The first sub-study (Palsa & Ruokamo, 2015) focused on the relationship between the conceptualisations of the concept of multiliteracy in the Finnish core curriculum and the international research discussion. The second sub-study (Palsa & Mertala, 2019) addressed the contextualisations of the concept of multiliteracy within the Finnish local curricula for basic education. The third sub-study (Palsa & Mertala, 2020) focused further on the contextualisation of multiliteracy in the specific disciplinary settings of social studies and mathematics in the lower secondary education.

On the micro level, the findings clarify the relationship between the conceptualisations of multiliteracy between the national level core curriculum and the international research discussion. In addition, the research provides new contextual knowledge about how multiliteracy is contextualised in the local curriculum in general and in the disciplinary settings of social studies and mathematics on the levels of rationale (the ‘why?’), definition (the ‘what?’), and practice (the ‘how?’).

On the macro level I introduce new theoretical concepts—conceptual contextualisation and disciplinary contextualisation—and a theory, which helps in understanding the different dimensions of the conceptual contextualisation of CBE. The research findings support education through the development and implementation of the curriculum.

Multiliteracy is one of the central civic skills that should be focused on in the domain of 21st century education. In this case study, our goal was to design and test a pedagogical model for phenomenonbased learning of multiliteracy, and to find out how multiliteracy could be comprehensively supported in the context of upper secondary school. The data consisted of a questionnaire for students, their written reports, and teacher interviews. Based on the findings, critical factors for the successful implementing of phenomenon-based learning of multiliteracy were found out, and the pedagogical phenomenon-based learning of multiliteracy (PLM) model was developed.

Our students nowadays are characterized by their split identities, both as
student in real life and also as netizen in virtual life. Their first identity is
commonly identified with traditional classroom learning setting. Meanwhile, their second identity remarkably falls upon technology product existence where they spend most of their time virtually and breath mobile applications‘ as second life. By exercising mobile applications usage which is quite handy, they roam around the virtual world to meet their needs; downloading and uploading files, giving comments or sharing page; activities that are currently known as part of participatory culture. Taking advantage of those particular identities, memes are considered as an alternative to bridge students‘ real and virtual life as well as an attempt of utilizing current advance of technology. This paper is intended to reveal the accessibility of using memes as one of digital products in language learning. Since memes are incredibly hype and mobile, it can be used as an implementation of multi-literacies in teaching media. Students‘ addiction to visual product, catchy phrases or sentences that are embodied into memes, and youth‘s likability to participate in ―what is happening now‖ would be beneficial to be involved in learning activity.

If as literacy educators we are to be successful brokers of our own destinies and those of our students in mat- ters of policy and practice, we have to communicate in clear and consistent language. Currently, the M word (multiliteracies) is often conflated with its so-called near synonyms—multimodal reading and writing, new literacies, digital literacies, and multiple literacies—an issue that needs rectifying.

Penelitian ini bertujuan untuk mendeskripsikan ragam dan persentase masing-masing ragam muatan multiliterasi, serta multiliterasi dalam pembelajaran pada buku siswa kelas V tema 1 Organ gerak Hewan dan Manusia, khususnya subtema 1 dan 2. Analisis data dilakukan dengan tahapan reduksi data, paparan data, dan penarikan kesimpulan. Hasil penelitian menunjukkan ada 3 ragam multikonteks, 3 ragam multibudaya, dan 8 ragam multibudaya. Pembelajaran dalam buku siswa telah memenuhi seluruh komponen multiliterasi serta didukung dengan penggunaan penilaian autentik. Dengan hasil tersebut, diharapkan praktik pembelajaran di sekolah dapat dilakukan sebaik mungkin, sehingga implementasi pembelajaran berbasis multiliterasi dapat dilakukan secara optimal.

Solange Aranha and Paola Leone discuss the creation of a special type of learner
corpus that contains Voice-over-IP (VoIP) interactions in which an L2 learner
and an expert in the target language meet on a weekly basis, and which are conducted
partially in the learner’s L1 and partially in the learner’s L2 (Teledandem
interactions). Research on the Teledandem system is growing rapidly, as it can
help to better understand and foster various language learning processes. based
on the example of the DOTI database, which is currently composed of 700 hours
of video data from Teledandem sessions, the authors discuss the relevant metadata,
especially the characteristics of the learning scenarios, the tasks and activities
observed in these, and the CMC environment.

Globally, a critical debate about multiliteracies' teaching in early childhood education is intensifying. Teachers and researchers worldwide are rethinking 'multiliteracies pedagogy' and 'multiliterate learning environments' to design innovative and meaningful educational spaces for young children. They pursue to better account for the role (and entanglement) of spaces, places, materiality, bodies, and power in early childhood education pedagogies. Multiliterate learning environments research offers the possibility to reconceptualize early childhood classrooms as real sites of thinking revolution and unique spaces for theorizing new contours of literacy pedagogy. This study explored and elicited early childhood teachers' thinking and making multiliterate learning environments, with an ethnographic approach. We designed a single-case study em-placed in a university's laboratory preschool. The participant observation took place for five months and had two different outspreading moments. First, to explore and familiarize with the preschool culture and to penetrate the learning environment codes, and the second, to produce ethnographic data collaboratively with in-depth interviews. Findings show that teachers' design thinking process is culturally situated and 'child interest-driven,' enabling some child agency in spatial meaning-making as co-authors of the multiliterate learning environments they inhabit. The design thinking process unfolds through an ongoing iterative and collaborative four-phased-cycle. Teachers ideate and reflect on multiliteracies and place-making decisions that materialize learning environments based on the world of children. While making multiliterate environments through this spatial design thinking process, teachers are empowered as designers and as makers of a 'third teacher,' where a wide-ranging diversity of people, texts, practices, meanings, and cultural contexts intersect to build communication.

Σε ένα δυναμικά εξελισσόμενο και μεταβαλλόμενο σχολικό περιβάλλον η λειτουργι-κή ενσωμάτωση των ΤΠΕ στη διδακτική της Αγγλικής γλώσσας κρίνεται θεμελιώδες στοιχείο για τη γνωστική και γλωσσική επιτέλεση. Η χρήση ψηφιακών μέσων συνδέε-ται άρρηκτα με την ανάπτυξη πολυγραμματισμών σε μια στοχοκεντρι-κή/μαθητοκεντρική προσέγγιση της σχολικής τάξης. Αναπτύσσει τις ψηφιακές, γνω-στικές, μεταγνωστικές, κοινωνικές, διαμεσολαβητικές και ψυχοσυναισθηματικές δε-ξιότητες του μαθητή λειτουργώντας δημιουργικά στην κατάκτηση/δόμηση της νέας γνώσης. Το διδακτικό περιβάλλον γίνεται βιωματικά ελκυστικό και πολυσύνθετο ενώ παρακινεί το μαθητή σε αυτενέργεια για την κατάκτηση ή δόμηση της γνώσης και τον προετοιμάζει μελλοντικά να ανταποκριθεί επαρκώς στις επαγγελματικές ή κοινωνικές απαιτήσεις εκτός σχολείου. Η διδακτική διεργασία με χρήση ψηφιακών πόρων σε επί-πεδο δομημένων σεναρίων αποκτά κοινωνικά χαρακτηριστικά και ενδυναμώνει το ρό-λο του εκπαιδευτικού. Εστιάζει στη δημιουργία μιας κουλτούρας μαθητή ικανού να διαχειρίζεται κριτικά τις ανάγκες και τα ενδιαφέροντά του, να αποδομεί ή να αναλύει την προσφερόμενη πολυτροπική πληροφορία και ομαδοσυνεργατικά να προβαίνει στη σύνθεση νέας.

Ementa

Este minicurso tem por objetivo apresentar experiências bem sucedidas de professores-pesquisadores do ensino básico, técnico e tecnológico e problematizar, discutir e refletir sobre diversas inquietações do dia-a-dia da sala de aula de inglês. Reconhecemos os avanços e contribuições das pesquisas em Linguística Aplicada ao ensino de línguas estrangeiras. No entanto, percebemos que ainda há muito a ser compartilhado em termos de pesquisas nas quais os próprios professores são os protagonistas de suas histórias e trajetórias investigativas.

Nessa perspectiva, este minicurso aponta para essa direção, vislumbrando a troca de experiências e reflexões sobre o ensino e o aprendizado de língua inglesa na escola pública brasileira. Serão oferecidas 25 vagas para alunos de Graduação e professores de língua inglesa e terá duração de 3 horas. A oficina será dividida em três etapas: na primeira, será o período de sensibilização e de diagnóstico a respeito do ensino e aprendizado de língua inglesa no contexto dos participantes. Na segunda fase, será feita a aplicação das metodologias em Microteachings. Serão propostas atividades com ênfase no uso da língua inglesa para a comunicação integrando as habilidades de compreensão e produção oral e escrita com o auxílio da tecnologia, a saber: o cinema como recurso didático-pedagógico no contexto de ensino e aprendizagem de língua inglesa; o tratamento de temas polêmicos em aulas de conversação para o letramento crítico; ensino da produção escrita colaborativa; na perspectiva dos gêneros, e como ferramenta para a construção de sentidos e valorização das identidades dos alunos. Na terceira etapa, serão discutidos os aspectos motivacionais na sala de aula e a importância de dar voz aos aprendizes para, a partir dessa escuta, pensar em novas abordagens e políticas educacionais que favoreçam o ensino e o aprendizado de línguas.

This paper, based on a previously published chapter
(Orsini-Jones, 2010), discusses the need for both
undergraduate Italian Studies students and the staff who
teach them to engage with digital literacies and
cybergenre awareness. It argues that such engagement
can promote critical and academic literacy in students and
help them to ‘read’ and decode a complex and globally
connected world.
The paper also explores the tensions that can arise
between the academic and the social uses of the various elearning
platforms available in the new millennium and
proposes that for the purpose of developing critical
academic digital literacy and cybergenre awareness, a
compromise must be reached. It would be difficult to
integrate the experience of all the (ever-changing)
cybertextualities available on the World Wide Web into
the Italian academic curriculum. It is suggested that
lecturers should maximise the use of institutional
proprietary systems (like Virtual Learning Environments –
VLEs – and e-portfolios) to develop students’ hypertextual
awareness. This is because proprietary systems make
formal socio-collaborative assessment, metacognition and
coherent curriculum delivery more manageable. However,
tutors should also allow for students to be creative and
Development of Digital Multilingual Multiliteracies for Italian Studies in the 21st
Century: Constructions, connections and cybergenre awareness
2
make use of other e-tools available on the World Wide
Web to explore new multilingual multiliteracies and
textualities (both oral and written) via carefully designed
e-tasks. Such tasks should be informed by the relevant
theories on task-based language learning and teaching
(e.g. Ellis, 2003; Skehan, 1998; Coleman and Klapper,
2005) as well as those on autonomous language learning
(e.g. Little, 2002; Dam, 1995), as learning is, as argued by
Ackermann, a ‘dance’ between collaboration and
autonomy: ‘without connection people cannot grow, yet
without separation they cannot relate’ (Ackermann, 1996:
32).

This qualitative ethnographic study examines five American teenagers ‟ historical and current digitally-mediated multiliteracy practices within digital popular culture. The participants included three male and two female students of a private high school in the Midwestern United States. The study is framed by the notion that literacy is a socially, culturally, and historically situated discursive construct rather than a purely individualized cognitive endeavor. This social constructivist theory of literacy emphasizes the social conditions necessary to navigate the economic, social, and political worlds of the 21st century. The purpose of the study was to explore the students ‟ multiliteracy practices that they enact through their activities within digital popular culture. Data collection methods included synchronous interviews facilitated by video conferencing tools as well as observation of the participants ‟ online activities and member checks conducted via email and instant messa...

Resumo: Este artigo analisa uma proposta de reforma curricular que foi realizada na forma de um curso híbrido oferecido aos alunos do curso de Letras na UFPE. Os principais objetivos do curso foram ajudar os alunos a desenvolverem habilidades argumentativas colaborativas (LIBERALI, 2013) bem como multiletramentos (THE NEW LONDON GROUP, 1996/2000) em Inglês. É importante ressaltar que tanto as habilidades argumentativas colaborativas quanto os conceitos de multiletramentos foram simultaneamente o objeto de estudo e também o veículo através do qual o conhecimento estava sendo desenvolvido. Com base nos dados provenientes da parte online, nós investigamos nesse artigo como a Pedagogia dos Multiletramentos (THE NEW LONDON GROUP, 1996/2000) pode contribuir para a construção de conhecimento através da argumentação. Conclusões iniciais indicam que um curso baseado nos estudos de multiletramentos são mais propensos a oferecerem espaços no qual uma argumentação colaborativa possa ser desenvolvida. Abstract: This paper analyzes a curriculum reform proposal which took place in the form of a hybrid course offered to students of Letras at UFPE. The main aims of the course were to help students to develop their collaborative argumentation skills (LIBERALI, 2013) as well as their multiliteracies (THE NEW LONDON GROUP, 1996/2000) in English. It is important to highlight that both collaborative argumentation skills and multiliteracies concepts were simultaneously the object of study and also the vehicle through which the knowledge was being developed. Based on the data derived from the online part of the course, we investigate in this paper how the Pedagogy of Multiliteracies (THE NEW LONDON GROUP, 1996/2000) can contribute to the construction of knowledge through argumentation. Initial findings indicate that a course based on the multiliteracies studies is very likely to provide room for collaborative argumentation to be developed.

This article is included in the Greek portfolio regarnding the Educational Program Erasmus titled "Reception" and focused on the transition from kindergarten to elementary school. The main educational proposal of this article mentions the concepts "Multimodality" and "Multilitteracy" as tools with which skills and abilities are developed during the process of transition of kindergarten children in the first grade.

Abstract
Nowadays a dynamic theoretical paradigm, an eclectic approach, is needed for a reorientation of the two methodologies that prevail when we talk about L2 teaching – given the patent limitations of both methods–: the communicative approach and reading and analysis of texts. Literacy is a key indicator of our ability to construct and communicate meanings to elaborate our own thoughts. In this paper, we assure that literacy must be understood as a pedagogical process – that goes hand in hand with the integration of literature in the teaching of a language – and not as final product. To prove it, we will discuss concrete proposals that specifically aim to adapt literacy models to the new social reality of classrooms, the relevance of Aesthetic Emotions that a Multiliteracy-based Approach implies and applies to education, as for example the triangular model proposed by Reyes-Torres (2012-2016). The relevance of picture books in the process of reading comprehension carried out by student-readers is highlighted. That is why it is essential that the student-reader knows the link between the word and the icon, in the same way that it is necessary that the teacher-reader carry out a preliminary approach to the literary text and thus be able to integrate it into the teaching-learning scheme.

Resumen
Actualmente se necesita un paradigma teórico dinámico, un enfoque ecléctico para reorientar las dos metodologías que prevalecen sobre la enseñanza L2, dadas las limitaciones de patentes de ambos métodos: el enfoque comunicativo y la lectura y análisis de textos. La literacidad es un indicador clave de nuestra capacidad para construir y comunicar significados, así como para elaborar nuestros propios pensamientos. Mediante este trabajo aseguramos que la literacidad debe entenderse como un proceso pedagógico que va de la mano de la integración de la literatura en la enseñanza de un idioma, no como producto final. Para ello partimos de algunas propuestas que pretenden adaptar los modelos de literacidad a la nueva realidad social de las aulas y de la relevancia de las emociones estéticas que propicia el enfoque basado en la Multiliteracidad y sus aplicaciones en la educación, como el modelo triangular propuesto por Reyes-Torres (2012-2016). Se pone de manifiesto la importancia de los álbumes ilustrados en el proceso de comprensión lectora que llevan a cabo los alumnos-lectores y la necesidad de que estos conozcan el vínculo entre la palabra y el icono, así como que el docente lector lleve a cabo una aproximación previa al texto literario y pueda integrarlo en el esquema de enseñanza-aprendizaje.

Resumo: ​ O advento das tecnologias digitais exige a reformulação das práticas pedagógicas em diferentes segmentos da educação. Este advento proporciona inúmeras formas de produzir, partilhar e ler a informação, ou seja, amplia as formas de linguagens, o que gera a necessidade de rever, inclusive, o trabalho docente; como explicitado por Rojo (2012). A contemporaneidade coloca-nos a refletir e discutir acerca de como trabalhar com as tecnologias digitais em sala de aula da Educação Básica, transformando os alunos em cidadãos participativos dentro de uma sociedade altamente globalizada e tecnológica, assim como afirma Rojo (2012). Com os atuais processos globais, em consonância com o desenvolvimento de novas tecnologias na cultura contemporânea, surgem novas possibilidades de expressão e comunicação (ROJO, 2012). Isso posto, o objetivo deste estudo é despertar uma atuação crítica em multiletramentos em estudantes da licenciatura do curso de Letras, que serão futuros profissionais envolvidos com o processo educacional e conforme Bento (2018), educarão para a sociedade, pois como aponta Rojo (2009), as práticas de letramento trazidas pela escola não suprem as demandas por produções multimodais e multissemióticas, depreciando formas de linguagens veiculadas em ambientes digitais. ​ O trabalho apresenta um estudo de caso acerca de uma experiência sobre os multiletramentos na escola com alunos do segundo ano de um curso de Letras, organizados por dois alunos desta classe, de uma instituição de ensino localizada no interior do Estado de São Paulo. Participaram deste estudo vinte e dois alunos. A metodologia é subsidiada por Yin (2005) e considera o estudo de caso uma estratégia metodológica para a pesquisa em ciências humanas, possibilitando ao pesquisador um aprofundamento em relação ao fenômeno estudado. A experiência deu-se mediante a atividades de duas disciplinas do curso, a saber: Metodologias Ativas em Educação e Contextos Reais de Comunicação em Língua Portuguesa, que ocorreram no 1º semestre de 2018, correspondendo às práticas de ensino cuja demanda se pauta na era digital, para conseguir, assim como coloca Rojo (2012), atingir as competências e habilidades pelos educandos do século XXI. Conclui-se que há necessidade da ampliação desta experiência em parceria com mais disciplinas do curso para reforçar e ampliar discussões que se alimentam do pensamento em letramento crítico para despertar uma formação docente crítica que visa a construção de uma aprendizagem focada na sociedade, ou seja, formação do aluno-cidadão. Palavras-chave:​ Formação docente; Multiletramentos; Ensino superior.

This article aims to assess parents’ understanding of literacy practices, including emergent, social and multiliteracy practices. In Malaysia, literacy skills are generally only taught in the classroom. However, research shows that the home and school are overlapping ‘spheres of
influence’. Children learn emergent and social literacy practices prior to school age and these are powerful factors towards future success in school. This paper stems from the findings from the Multimodal Community Literacy project, which was a day-long literacy event
which used multiliteracies (arts and crafts, songs, videos, movies, and storytelling) to facilitate an understanding of and participation in social literacy practices among working class parents’. The participants comprised administrative staff with young children, aged 2 to 8, from the Institute of Teacher Education in (city), Malaysia. This case study used structured questionnaire triangulated with parent and caregiver interviews. The project assessed family’s understanding, access, frequency and types of social literacy practices applied at home. The
findings revealed that parents’ belief in what constituted literacy practices differed from research defined social literacy practices. Finally, this article provides examples of parent teacher collaborations to increase social literacy practices towards student success in school.

This article aims to assess parents’ understanding of literacy practices, including emergent, social and multiliteracy practices. In Malaysia, literacy skills are generally only taught in the classroom. However, research shows that the home and school are overlapping ‘spheres of influence’. Children learn emergent and social literacy practices prior to school age and these are powerful factors towards future success in school. This paper stems from the findings from the Multimodal Community Literacy project, which was a day-long literacy event which used multiliteracies (arts and crafts, songs, videos, movies, and storytelling) to facilitate an understanding of and participation in social literacy practices among working class parents’. The participants comprised administrative staff with young children, aged 2 to 8, from the Institute of Teacher Education in (city), Malaysia. This case study used structured questionnaire triangulated with parent and caregiver interviews. The projec...

Through a review of the literature, this article argues that it is imperative that lecturers at institutions of higher education not just embrace multiliteracy for teaching and learning, but accept, incorporate and affirm the many literacies that students bring with them to the lecture room. Multiliteracy in the lecture room supplements traditional literacy pedagogy but focuses on modes of representation much broader than language alone and uses pedagogies that extend beyond traditional face-to-face teaching environments. This article argues that active learning strategies that embrace and affirm multiliteracies, cultural and linguistic diversity, and multimodal textual practices could create dynamic learning environments that will arm students with the skills required to face a rapidly changing world. Traditionally, literacy has centred on language only, with the emphasis on reading and writing. The concept ‘literacy’ assumes that language is stable with established, enduring rules...

Multiliteracy: Impacts of cognitive and extra-linguistic factors As immigration and emigration increase around the world, the salience of multilingualism will intensify, including the need for multilingual writing abilities. This includes literacy not only in the strict sense, but also the ability to write an appropriate text, what we call ‘textual competence’. Multilingual textual competence even gains higher importance if we assume that bilingual knowledge, competence and proficiency are not made up of separate or separable subsystems (L1, L2…), rather consist of one holistic and dynamic system within which every change has ramifications throughout all subsystems (e.g. de Bot et al. 2007). The paper presents results of a large-scale cross-sectional study which comprises 360 9th graders with Italian, Greek and Turkish as L1 and German as an early L2. The study focuses on the following questions: 1. How do writing abilities of bilinguals in different languages influence each other? ...

Multiliteracy is a central concept for Finnish media education since the definition overlaps the concept of media literacy (Palsa and Ruokamo 2015), which is traditionally seen as the outcome of media education (Buckingham 2003). What makes this concept meaningful in Finland is its role throughout the curricular framework of formal education, from early childhood education to pre‐primary education (PPE) and from BE to upper secondary education. However, according to Pekka Mertala (2018, p. 108), definitions of multiliteracy are not streamlined across curricula. From the perspective of policy development, this suggests an interesting opportunity to examine further the relationship between uniformity and educational specialty. This concept is used at various levels of education, and these levels have their own educational features: for example, age‐appropriate pedagogies and specific educational aims. This chapter aims to analyze curricular consistency regarding media education in the Finnish educational system by conducting a comparative analysis of the ways in which the concept of multiliteracy is defined in the core curricula at various educational levels: in early childhood education and care (ECEC), PPE, BE, and general upper secondary education (GESU). Its purpose is to highlight the importance of comprehensive policy development, the meaning of conceptual discussion, and contextualization.

The present research explores the creative utilization of verse story of animal characters in the Cretan Renaissance (in its oral and written tradition), in the context of multiliteracy with the use of digital storytelling and ICT tools. In particular, it is investigated whether digital storytelling is an effective tool for utilizing the selected folk tale, in terms of its educational extensions in translanguaging, multiliteracy, the formation of personal and cultural identity, differentiated pedagogy, collaborative learning and creative expression. The present research seeks to contribute, through a guided project, to the emergence of the conjunction between digital storytelling and the teaching of folk culture, as a functional added value in the educational process. Moreover, the attitudes and perceptions of preschool teachers are explored, regarding the implementation of the guided educational scenario in the fields of interdisciplinary / collaborative teaching of the subjects of Language, Environmental Studies, Creation-Expression and Informatics with the use of Digital Storytelling and ICT tools.

Este capítulo objetiva contribuir para a caracterização do hibridismo nos gêneros digitais, tomando como objeto de análise um vídeo do canal de YouTube “Nerdologia”. Partindo da concepção sociossemiótica de linguagem e de contribuições da teoria de afiliação do humor, busco mostrar que no referido gênero, a construção de um laço social entre os produtores de conteúdo e seu público se dá por meio da linguagem verbal, dos recursos paralinguísticos e de imagens⁠. No caso analisado, o uso do humor serve como forma de avaliação negativa ao participante ideacional “não fomos à lua” e cria um senso de adesão, sendo que o público responde ao conteúdo do vídeo com trocas humorísticas ou atitudes negativas direcionadas aos produtores. Concluo defendendo que o vídeo, os comentários e demais elementos da interface do canal são todos parte de um gênero híbrido, que não é alcançado por teorias que caracterizam gêneros de forma estratificada.

Este artigo tem por objetivo discutir como os sentidossao construidos e interpretados pelos alunosno processo de leitura por meio da multimodalidade em diferentes contextos de producao. Nessesentido, discorre-se a respeito da construcao de sentidos e das proposicoes metodologicas daPedagogia dos Multiletramentos, analisando passagens de interacao nas aulas de LinguaPortuguesa, tendo como base as modalidades da linguagem. Trata-se de um recorte de umapesquisa qualitativa desenvolvida com alunos do 9o ano do Ensino Fundamental de uma escolapublica. Os estudos fundamentaram-se nas perspectivas dos letramentos, multiletramentos eletramentos criticos (COPE E KALANTZIS, 2000, 2016; MACIEL, 2013; ROCHA e MACIEL,2015; MONTE MOR, 2013, 2015; MENEZES DE SOUZA, 2011; DUBOC, 2012, 2015a,2015b). Esse estudo resultou na reflexao acerca das linguagens (multimodais) e suas interfacescom o ensino de Lingua Portuguesa no sentido de expandir as concepcoes de construcao doconhecimento a partir dos mult...

Abstract Globally, a critical debate about multiliteracies’ teaching in early childhood education is intensifying. Teachers and researchers worldwide are rethinking ‘multiliteracies pedagogy’ and ‘multiliterate learning environments’ to design innovative and meaningful educational spaces for young children. They pursue to better account for the role (and entanglement) of spaces, places, materiality, bodies, and power in early childhood education pedagogies. Multiliterate learning environments research offers the possibility to reconceptualize early childhood classrooms as real sites of thinking revolution and unique spaces for theorizing new contours of literacy pedagogy. This study explored and elicited early childhood teachers’ thinking and making multiliterate learning environments, with an ethnographic approach. We designed a single-case study emplaced in a university’s laboratory preschool. The participant observation took place for five months and had two different outspreading moments. First, to explore and familiarize with the preschool culture and to penetrate the learning environment codes, and the second, to produce ethnographic data collaboratively with in-depth interviews. Findings show that teachers’ design thinking process is culturally situated and ‘child interest- driven,’ enabling some child agency in spatial meaning-making as co-authors of the multiliterate learning environments they inhabit. The design thinking process unfolds through an ongoing iterative and collaborative four-phased-cycle. Teachers ideate and reflect on multiliteracies and place-making decisions that materialize learning environments based on the world of children. While making multiliterate environments through this spatial design thinking process, teachers are empowered as designers and as makers of a ‘third teacher,’ where a wide-ranging diversity of people, texts, practices, meanings, and cultural contexts intersect to build communication.

From 2008 to 2018 the Repeat Read Aloud programme rolled out a  pedagogy of practice in Aotearoa/New Zealand using Kete Aho. This enabled different language communities to connect through sharing a book. The books are inherently diverse in authors and topics. Www.repeatreadaloud.co.nz collects contributions in any language/s of home and place. Libraries are encouraged to use this pedagogy of practice to scaffold multi-literacy.