Multimodal Literacy as a Metacognitive Theme across the Curriculum

2016 ◽  
pp. 13-27
Keyword(s):  
Multimodal Literacy

Multimodal discourse analysis in the blended teaching of college English flipped class

2021 ◽  
pp. 002072092110042
Author(s):  
Qiang Dou
Keyword(s):  
Discourse Analysis ◽  
Curriculum Reform ◽  
English Language ◽  
Wearable Technology ◽  
Multimodal Literacy ◽  
College English ◽  
New Era ◽  
English Teaching ◽  
Multimodal Discourse ◽  
Teachers And Students

With the development of the new curriculum reform in China, the traditional college English teaching model is no longer suitable for the needs of college English teaching tasks in the new era. The multimodal literacy teaching in the college English multimodal teaching mode is to help students internalize their English language skills after learning and understanding English knowledge, thus improving the efficiency of English learning. The hot spots and topics in the information age are always inseparable from technological innovation. Wearable technology is becoming more and more popular, the scope of research is expanding, and innovations are constantly emerging, showing interdisciplinary and integrated features. This paper introduces the wearable technology in detail, and takes the college English teaching as an opportunity. Through the questionnaire survey of teachers and students, this paper analyzes the survey data. The results of the survey show that wearable technology can stimulate academic interest in college English. This research attempts to conduct interdisciplinary research on multi-modal semiotics and humanistic teaching methods in the following areas, which expands the scope of research and, to a certain extent, enhances the vitality of multi-modal discourse analysis.

“I Drew Myself Right There”: third grade girls restorying for visual justice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela M. Wiseman ◽  
Jennifer D. Turner ◽  
Marva Cappello
Keyword(s):  
Social Issues ◽  
Young Female ◽  
Third Grade ◽  
Multimodal Composition ◽  
Multimodal Literacy ◽  
Content Type ◽  
Critical Knowledge ◽  
Analytic Process ◽  
Literacy Methods ◽  
Grade Classroom

Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their multimodal composition, they designed images that illuminated their solidarity with the young female character wearing the hijab; their desire to disrupt xenophobic bullying; and their hope for a respectful and inclusive climate in their own classroom. Originality/value In this paper, the authors examine how three girls in a third-grade classroom restory using critical multimodal literacy methods. These girls’ multimodal responses reflected how they disrupted dominant storylines of exclusionary practices. Their authentic acts of visual advocacy give us hope for the future.

scholarly journals The Relationship between Multimodal Literacy of Pre-Service Teachers and Their Perception of Self-Efficacy in Critical Reading

2017 ◽  
Vol 5 (12) ◽  
pp. 85
Author(s):  
Hacer Ulu ◽  
Ayşegül Avşar-Tuncay ◽  
Özlem Baş
Keyword(s):  
Regression Analysis ◽  
Self Efficacy ◽  
Critical Reading ◽  
Multimodal Literacy ◽  
Pearson Product Moment Correlation ◽  
Self Sufficiency ◽  
Analysis Technique ◽  
Perception Of Self ◽  
Convenience Sampling ◽  
The Relationship

The aim of this study is to investigate the relationship between the multimodal literacy of pre-service teachers and their perception of self-efficacy in critical reading. At the same time, it is to what extent their multimodal literacy levels predict their perception of self-efficacy in critical reading. 337 students were chosen via convenience sampling for this study which was designed on the basis of relational survey model. The data which is needed to answer the relevant questions in our study was collected by means of Multimodal Literacy Scale (Bulut, Ulu and Kan, 2015) and Critical Reading Self-Sufficiency Perception Scale (Karadeniz, 2014). The analyses of the data collected were conducted through Pearson product-moment correlation coefficient analysis technique and multiple regression analysis technique. In view of the results we have obtained in this study, multimodalness is a strong predictive of self-efficacy perception in critical reading (R=.517; R2=.267) [F(3.336)=40.483, p˂.000). The dimension of expressing oneself using multimodal structures (r=.362), interpretation of the contents presented in multimodal structures (r=.466) and preferring multimodal structures (r=.209) has a positive and significant effect on critical reading self-efficacy perception.

scholarly journals Towards developing multimodal literacies in the ESP classroom: methodological insights and practical applications

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Belinda Crawford Camiciottoli ◽  
Inmaculada Fortanet-Gómez
Keyword(s):  
English For Specific Purposes ◽  
Knowledge Dissemination ◽  
Multimodal Approach ◽  
Special Issue ◽  
Multimodal Literacy ◽  
Research And Practice ◽  
Practical Applications ◽  
Innovative Research ◽  
Research Perspectives ◽  
Literacy Research

Abstract In this article, we provide an introduction to this special issue of Multimodal Communication entitled “Multimodal approaches in ESP: Innovative research and practice”. The Special Issue showcases innovative research presented at the 2019 International Conference on Knowledge Dissemination and Multimodal Literacy: Research Perspectives on ESP in a Digital Age. After briefly discussing the multimodal approach in language teaching and specifically in English for Specific Purposes (ESP) and its key role in developing multimodal competence, each of the five featured contributions is previewed. The contributions offer theoretically grounded and research-informed applications of the multimodal approach in the ESP classroom.

Enhancing multimodal communicative competence in ESP: the case of job interviews

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Inmaculada Fortanet-Gómez ◽  
Vicent Beltrán-Palanques
Keyword(s):  
Communicative Competence ◽  
Functional Approach ◽  
Previous Literature ◽  
Target Language ◽  
Business English ◽  
Multimodal Literacy ◽  
Job Interviews ◽  
Learning By Design ◽  
Discourse Practices ◽  
Pedagogical Approaches

Abstract ESP teaching has traditionally centred on the discourse practices of specific genres to develop students’ discursive competence in the target language. However, with the advent of studies on multimodality, there has been a growing recognition that new pedagogical approaches are required in ESP teaching. In this study, we discuss a research-informed pedagogical proposal to deal with job interviews, a highly routinised spoken genre that is typically addressed in Business English courses. Drawing on previous literature (Cope, B. and Kalantzis, M. (2015). The things you do to know: an introduction to the pedagogy of multiliteracies. In: Cope, B. and Kalantzis, M. (Eds.), A pedagogy of multiliteracies. Learning by design. Palgrave MacMillan, Hampshire, pp. 1–36; Lim, F.V. (2018). Developing a systemic functional approach to teach multimodal literacy. Funct. Ling. 5: 1–17), we present a pedagogical proposal that aims to promote students’ awareness of the multimodal nature of job interviews and develop their multimodal communicative competence through instruction, practice and feedback.

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