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New Technologies, Multiple Literacies and Teaching English as a Foreign Language

Abstract

This article presents and briefly discusses the results from a survey conducted with English teachers of the third cycle and secondary education in Portugal as part of a study on multiple literacies and Web 2.0 in English as a foreign language (EFL) classroom (Cardoso). Based on the answers provided, it can be assumed that among this group of teachers, new technologies tend to be part of their professional practice. However, it is unclear if digital tools have been used to actually promote more innovative ways of teaching or just as a different way to approach more traditional methods. Moreover, it seems that suitable guidance, training and further development of appropriate materials are required to facilitate and better integrate new technologies in the EFL classroom.

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Changing reading paths in a digital age: What are the consequences for meaning-making?

Publishing Company. Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young americans and jeopardizes our future. New Yourk: Jeremy P. Tarcher/Penguin. Bearne, E. (2009). Multimodality, literacy and texts: Developing a discourse. Journal of Early Childhood Literacy, 9(2), 156-187. Birkets, S. (2007). Reading life. Books for the ages . Minnesota: Graywolf Press. Bohn, R. E., & Short, J. E. (2009). How much information? 2009 report on American consumers. Global Information Industry Center: UC San Diego, CA. Retrieved from

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Regaining Impact
Media Education and Media Literacy in a Norwegian Context

, Young People, and New Media. Mahwah, NJ.: Lawrence Erlbaum. Jacquinot-Delaunay, G. & Tornero, J.M.P. (eds.) (2008) Empowerment through Media Education - An Intercultural Dialogue. Göteborg: Nordicom. Jenkins, H. (2007) Convergence Culture. Where Old and New Media Collide. New York: New York University Press. Jewitt, C. & Kress, G. (2003) Multimodal Literacy. London: Routledge. Kress, G. & van Leeuwen, T. (1996) Reading Images - The Grammar of Visual Design. London: Routledge Lankshear, C

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From Decoding a Graph to Processing a Multimodal Message
Interacting with data visualisation in the news media

literature, and they have relevance for DV designers, educators, researchers, and students in visual communication and related fields. Perspectives on literacy Although this study is data-driven more than theory-driven, it considers the phenomenon in focus from certain perspectives, namely media literacy, multimodal literacy, and – to be even more specific – DV literacy. Starting out from a cognitive perspective, W. James Potter (2004) states that modern media consumption most often leads to a superficial understanding of issues. He advocates the training of a

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