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In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child's cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children's teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination. [ABSTRACT FROM AUTHOR]

Although research shows the importance of dialogue for learning, and that multiliteracies should be integrated into the classroom, there is little literature that brings together both perspectives. This article seeks to help fill this gap in the research, with the aim of identifying the types of interaction and the most commonly used didactic strategies from the point of view of multiliteracy pedagogy. The study is conducted in a rural multi-level school in the south of Chile, analyzing lessons in Language and Communication. The methodology employed is a case study that includes classroom observation and teacher interviews. The analysis used three complementary theoretical-methodological approaches: the productive dialogue inventory (Howe et al., 2019), the pedagogy of multiliteracies (Kalantzis & Cope, 2023) and the ideation system of Systemic Functional Linguistics (SFL) (Halliday, 1978). The results show that interaction occurs mostly through the traditional initiation-response-evaluation (IRE) pattern, which correlates in SFL with the types of processes (verbs) deployed and with a restricted use of the pedagogy of multiliteracies; in addition, a high frequency of the normative register is observed, at the expense of the instructional register. All of the above hinders greater orientation towards dialogue focused on learning. [ABSTRACT FROM AUTHOR]

In this study, the use of a popular mobile social networking platform (WeChat) is investigated for learning Chinese as a foreign language (CFL) in a beginners' course at an Australian university. Driven by practical considerations and major issues with previous literature, student engagement and authentic language used in a WeChat class group are investigated. Data was collected through weekly conversation episodes over a semester and from a student survey. Conversation episodes were analysed both quantitatively (by frequencies) and qualitatively (using a discourse approach). The study found that student engagement increased in frequency and complexity towards the end of the semester, and students used Chinese for various authentic purposes in the semi-formal context of class group chats. A microanalysis of transcripts illustrated how the use of Chinese in multilingual and multimodal practices achieved authentic social functions. However, individual differences were observed, and English was frequently used in chats. Recommendations are provided for scaffolding and for utilising different semiotic resources in dynamic group interactions. [ABSTRACT FROM AUTHOR]

This paper analyzes the approach of the genre documentary in the Professor's notebook: guidelines for the production of the documentary genre, of the Portuguese Language Olympics, a textual production contest linked to the Writing the Future program, coordinated by the Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (Center of Studies and Education Research, Culture and Communitarian Action). The objective is to verify in which way the proposal of the Notebook, aimed at the didacticization of the documentary, can possibly the development of new (multi)literacy in a positive case, in which the mobilized strategies work. Therefore, theoretical contribution is sought in the studies of literacy, with emphasis on the methodological-theoretical discussions about multiliteracy and new (multi)literacy. The analysis shows that the Notebook, even though not methodologically systematized from a didactic sequence, such as the other genres of the contest, gives support so that the professor can, from the semiotics instrumentalization of the documentary, develop new (multi)literacy with their students. [ABSTRACT FROM AUTHOR]

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 phenomenon-based 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. [ABSTRACT FROM AUTHOR]

The article explores on the use of multilingual skills and resources in writing of students in early secondary school. Our study analyses writing processes, the writers´ reflection on them and writing strategies. We describe writing processes and strategies in the two languages, compare them, find interrelations and integrate them into a heuristic concept of writing awareness. Finally, we sum up potentials of multilingual skills for writing and show possible didactic consequences. [ABSTRACT FROM AUTHOR]

Much more than a nucleus of intellectual and cognitive training of the individual, the school has, over time, performing the promotion of civic values, which permeates several discussions about social representation and contributes to a deconstruction of prejudice, intolerance, disrespect and marginalization, from didacticpedagogical proposals that underpin a positive naturalization of the diversity and plurality existing in human representation. This article, therefore, proposed to analyze three collections of English Language (EL) textbooks, based on the theoretical foundation built by different readings within Applied Linguistics, Semiotics and Multiliteracies. In this context, it sought to draw a reflection on aged diversity in light of the presence, or not, of older pictures in the illustration of teaching units in order to infer the level of importance given to this issue within the multiliteracy proposal, sustained by contributions from Semiotics. [ABSTRACT FROM AUTHOR]

Children's and Young Adult books are an anomaly in many academic libraries and their presence is often overlooked or ignored. In particular, the dust jackets and other paratextual elements are often considered to be ephemeral and not worth preserving for the long term. However, a growing body of research based in the work of Gerard Genette's theories about paratext show that these elements are vitally important in literacy development to the readers of these books. This paper points to the importance of retaining and preserving all parts of the paratext, in particular the dust jackets and book covers, and advocates for changes in many current library policies that would encourage the preservation of paratext in these books. [ABSTRACT FROM AUTHOR]

This research focuses on exploring teacher motivational scaffolding and preschoolers motivational triggers in a playful learning project conducted in a Finnish preschool context. The aim of playful learning was to promote preschoolers’ multiliteracy and digital skills in a news-making project. The participants were 17 preschoolers and their teacher. Video ethnography and qualitative content analysis were employed as research methods. The findings indicate that the teacher’s motivational scaffolding strategies in playful learning pedagogy included connecting with the preschoolers’ prior experiences and interests, promoting exploration skills, supporting the different developmental levels of the preschoolers, and encouraging them to participate in playful learning. The following motivational triggers were identified for preschoolers: 1) engaging in discussions about news, 2) exploring news through traditional and digital media, 3) utilizing digital tools, and 4) creating and engaging in news-related activities. The findings contributed to the development of a motivational design model for playful learning. [ABSTRACT FROM AUTHOR]

The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. [ABSTRACT FROM AUTHOR]

New technologies and the era of knowledge have caused the school to cease to hold a monopoly on education and to emerge new models and learning formats. Furthermore, these circumstances have led to a culture of infoxication, disinformation and post-truth. In the network there is no information filter. This context has also favored the creation of new digital textualities based on collective creation. Among them stand out the creepypasta (digital horror stories) as works based on constructive hyperfiction, inspired by urban legends and related to fake news. This research aims to analyze creepypasta as constructions and narrative models in order to take advantage of their potential in formal education. To do this, a corpus of 68 works located in the Suggested Reading section of the affinity space related to these most important texts on the web has been extracted and analyzed: creepypasta. fandom. The results found show that these are metafictional stories that use a great wealth of techniques and narrative resources. Images, documents, news and other document facts are manipulated and resignified. All this positions these texts in a privileged space for the promotion of reading and media and information literacy. [ABSTRACT FROM AUTHOR]

Developing activities that explore different textual genres, from the perspective of multiliteracy, has been highly valued in the school context. Today, in addition to written texts, we are obliged to extract information and knowledge from images, graphics, tables, music, animations, etc., which require different preparation from both the teacher and the students. This article aims to investigate the reading skills of multisemiotic texts that can be developed in high school students. As a specific objective, there is the application of a didactic sequence whose intention is to work with mimicry and drawing in order to develop reading skills that are necessary for the resolution of problem questions within the perspective of multiliteracy. It is noticed that in addition to engagement and dedication, students involved in the activity developed reading skills that are not restricted to the universe of written text alone. [ABSTRACT FROM AUTHOR]

This paper analyzes Portuguese Language teacher's multiliteracy practices developed with the use of digital technologies. They are from the first and second group of two units of PROFLETRAS, a Master Degree Program, located in the Midwest region, in Brazil. The search for the improvement of Brazilian schools' students' literacy skills, nowadays, translates one of the challenges to the teachers who enter, mainly, in the PROFLETRAS, given the wide modifications in the communicative practices. It is a qualitative-interpretative research (BORTONI-RICARDO, 2008). The analysis corpus is based on the multiliteracy production requirement of the conclusion work. The data point out it is necessary to the PROFLETRAS, the schools and the Portuguese Language teachers to study the possibilities of digital technology inclusion, in order to reflect the language conceptions in contemporaneity. This time demands other reader/writer multiliteracy profiles. [ABSTRACT FROM AUTHOR]

The rapid development of portable communication devices and social networking platforms, along with nationwide fast Internet, has changed the way people socioculturally and transnationally engage in multimodal literacy practices. Since 2016, when the number of hours of mobile Internet usage outnumbered that of desktop PCs, people have increasingly enjoyed "snack" culture, in which they watch more mobile-friendly, condensed content than full-length content. Thus, a crucial question is how this new trend impacts English learning. This paper explores what characteristics of mobile English learning attract the digital native, or iGen, youth and how meaningful interactions on mobile platforms happen while learning English. Drawing theoretically upon the new "technical stuff" and "ethos stuff" of New Literacy Studies (NLS), English learning content on three popular platforms (YouTube, AfreecaTV, and Instagram) and interactions among users (e.g., teachers and learners) were analyzed. The findings show that the content has characteristics of gamification, snack culture, teaching with authenticity, and guidance for extra learning. Interactions on the platforms display multimodal interactive modes of communication, learners' voluntary compensation, and a blurred distinction between learners and teachers. This study calls for more attention to out-of-school, mobile platform content. [ABSTRACT FROM AUTHOR]

The need to improve English proficiency and inclusion of social media in language teaching have resulted in teachers having to develop new teaching strategies incorporating digital tools. In South Africa, English teachers in township settings have to develop teaching strategies suitable for teaching English using social media platforms, especially in resource-constrained secondary schools. From literature and education policies, teaching of digital literacy is strongly recommended, but teachers in some township environments are not pedagogically capacitated to teach and use social media in teaching English. To explore the experiences of such teachers, this study explored the use of social media for the teaching of English as a second language in township schools. The study used an interpretivist qualitative approach in an exploratory case-study design to understand teachers' initiatives and strategies in teaching English as a second language using social media. Data collection was done using semi-structured interviews with open-ended questions and document analysis. Teachers' voices, actions and documents on the use of social media were analysed inductively and thematically. The research findings indicate that the sampled English teachers used social media for collaboration, networking, communication and out-of-school digital literacy practices as their initiatives. These digital initiatives lead to the utilisation of digital connection platforms for socialisation and teaching and learning English. In addition to dividends of connectivism, visual communication and cyber linguistics were found to have become critically important practices for learners learning English as a second language. The implication is that the education policy-makers and planners in South Africa need to revisit the policy on e-learning and Information Communication Technology (ICT) usage in schools to incorporate the methodological requirements and competences for teachers to use in the teaching of English using social media. In addition to improvements in policy measures, English teachers in resource-constrained township secondary schools need to improve their digital literacy skills to line up themselves for online and out-of-school literacy learning requirements. [ABSTRACT FROM AUTHOR]

This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett's developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers' histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells' intercultural praxis framework to understand students' capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students. [ABSTRACT FROM AUTHOR]

Abstract In an era of rapidly changing software and hardware technologies, I posit the importance of teaching theoretical composing concepts, such as the "layer," in preparing students to become communicators capable of composing in multiple media, those present and those yet to emerge. Digital literacy instructors face the challenge of teaching students to compose in the technologies currently available, while also supporting students' future literacy acquisition in technologies that do not yet exist. Focusing on broad digital composing processes and theoretical concepts such as the layer provides a means of preparing students to consider composing for wearable devices and other technologies that continue to emerge. In this article, I explore the use of one Augmented Reality (AR) software as a means of supporting students composing AR, as well as becoming familiar with concepts relevant to other composing occasions. I present a scaffolded process involving analysis and composition, focusing instruction and discussion on the composing concept of the layer. Throughout I emphasize how the concept of the layer extends beyond the visual layers of AR to a composing strategy and thus supports composers developing critical media awareness and adaptability for approaching multiple, potentially unfamiliar, media in current and future contexts. [ABSTRACT FROM AUTHOR]

This paper aims at presenting the course Cinematographic Practice offered by the Portuguese for Foreigners Program (PPE) at the Federal University of Rio Grande do Sul (UFRGS), discussing some of the activities carried out within this teaching proposal. PPE is an extension program created in 1993 with the objective of educating Portuguese as an additional language (PLA) teachers and offering PLA classes to foreigners enrolled or not as UFRGS students. The courses are elaborated from different themes and discourse genres (BAKHTIN, 2003), some of which include the development of learning projects and others are configured exclusively as projects (HERNÁNDEZ, 2008). These learning methodologies, we believe, provide mechanisms for students to engage in and through language in different spheres of human activity. We consider cinema not as a tool for teaching Portuguese, but as an art that has the potential to provide an ethical-aesthetic experience of awareness to the world and to the various ways we relate to languages. [ABSTRACT FROM AUTHOR]

This study defines the discursive multimodality as the subject and aims to analyze the effects of the meaning projected by prototypical discursive elements inscribed in texts of the advertising genre - which have multisemiotic nature. The theoretical background is formed by studies developed by Bakhtin (2011), about the discursive genres, and Cope and Kalantzis (2000), Kress (2000) and Lemke (2010), about discursive multimodality and multiliteracy. Based on this theoretical framework, we analyze the discursive engendering of advertisement Barco de jornal, evidencing that the semantic unit of multimodal texts is manifested by the articulation of the verbal and visual languages in an integrated way. [ABSTRACT FROM AUTHOR]

The following paper is a Systematic Review of Literature related to digital technologies which have been studied in several Master's programs in Brazil in the last 6 years as well as in multiliteracy practices within foreign languages teaching/learning processes. Thus, eighteen papers (thesis), available in online data bases, were analyzed, which highlighted practices, experiences or proposals regarding Medias and digital resources under the multiliteracy perspective. The results show a significant number of papers written in 2016, especially regarding Basic Education and Higher Education and a few regarding foreign language (other languages and a second language) apart from English language. In addition, they show many possibilities through the use of digital technologies when it comes to literacy. [ABSTRACT FROM AUTHOR]

This article discusses the production of educational resources for early childhood education with a focus on reading, available on a government platform for free use, following the current trend of looking at early childhood as the basis of human development (MARCO LEGAL PARA A PRIMEIRA INFÂNCIA, 2013). It argues that the use of multimediatic educational resources for this phase requires special attention, especially with regard to the suitability of these tools to cognitive and linguistic needs of the child, according to the cognitive development approaches. It concludes that there is a lack of variety of educational resources provided by the government for the examined area, with a predominance of media over others and an impoverishment in the quality of resources. Thus, other sources to work with language in early childhood education are suggested. [ABSTRACT FROM AUTHOR]

The present piece of research aims to study the initial conceptions of Primary Education Degree students about the digital competence that their future students need to achieve. Currently, there are several authors who advocate for a development of the digital competence based on multiliteracy. Therefore, in order to collect the different beliefs that underlie the term, a scale was designed together with the analysis of its psychometric properties. The instrument collects items related to informational, communicational, audiovisual, technological, digital citizenship, cognitive, cultural, and socio-attitudinal dimensions. The results show a multidimensional conception of the construct. Significant differences arise between students who have taken during their degree subjects related to the application of technologies to education and those who have not. [ABSTRACT FROM AUTHOR]

Media and information literacy discussion needs a philosophical basis, which today is lacking. I propose that the thinking of Nelson Goodman be a fruitful basis. What is interesting in Goodman from the point of view of the libraries is his radical view on language. Language is for Goodman a way of making worlds. All arts: dance, music, pictures, and writing produce symbol systems and languages of their own. Understanding means taking part in the world of the artwork or text. The presentation also includes examples of everyday library work where the thought of world-creating helps understand the reading and media habits of different groups, especially those in need of special care, as people with different disabilities. When we look at the use of different media as a way of taking part in different worlds, and a making of worlds, this helps us in library work to develop a new view on customers even with disabilities as active world-makers. [ABSTRACT FROM AUTHOR]

The aim of this article is to present a discussion on the presence and on the aesthetic/literary characteristics of the texts produced by Native writers. Thus, the focus of this paper lies in pointing out how the reading of Native literature by young readers might lead to the education of competent multicultural and multiliterate readers. In this way, we discuss some aspects that might be taken into consideration when reading Native literature, such as the specific elements of literary language, connected to the oral tradition and to multimodalities. Finally, we discuss the relevance of reading Native literature in order to know, understand and recognize the importance of the other and of different forms of literary expression. [ABSTRACT FROM AUTHOR]

The following study is part of a larger community-based project that began in 2007 to document Halq'eméylem language and cultural transmission among Elders, family members, and teachers in the Stó:lō First Nation located in Chilliwack, British Columbia, Canada (MacDonald et al., 2010; MacDonald et al., 2011). Within the larger project, this article focuses on Halq'eméylem language and literacy transmission and the ways that literacy practices, including the creation of a Halq'eméylem orthography, and theories of school-based second language acquisition have influenced language revitalization within a British Columbia Aboriginal Head Start program. Using ethnographic methods and grounded theory, findings illustrate how a lack of teacher fluency has influenced the transmission of Halq'eméylem by creating the need to rely on a unique bi-/multiliteracy base where environmental print, translated names, translated songs, and interactive text-based computer games are used to support Halq'eméylem language development among parents and teachers who are jointly and concurrently learning and teaching their ancestral language. The study is anchored in a critical perspective on multilingualism (Creese & Blackledge, 2010) that moves away from ideologized beliefs that linguistic systems should be strictly separated, including within second language classrooms (Cummins, 2008; Lüdi, 2003; Lüdi & Py, 2009; Moore & Gajo, 2009; Swain & Lapkin, 2005). [ABSTRACT FROM AUTHOR]

Technological innovation is only as powerful as the willingness of the people of a particular place to embrace it. Ghana’s multilingual landscape has recently been repositioned as a source for early childhood literacy development in order to enfranchise more children in public education. One of the innovative technologies in this new multilingual program is local illustration. The purpose of this short report is to highlight the role of Ghanaian illustration in early childhood mother tongue reading and writing instruction. The report will show how local visual literacy has the potential to motivate young learners to read and write in their mother tongue, as well as the official language of Ghana, English. [ABSTRACT FROM PUBLISHER]

Schools serve as antidemocratic spaces where teacher, parent, community member, and student voices are typically disregarded. Instead, philanthropists and businesses are allowed to drive school and district agendas. An exploration of 3 local efforts that connect a Hispanic-Serving Institution (HSI) with prekindergarten to Grade 12 students and their families confirms that community members themselves know the solutions to the problems schools face. Viable solutions cannot be divorced from society and the economy. HSIs can become transformative by employing an “equity praxis” that merges theory with practice for the purpose of achieving social and economic justice. [ABSTRACT FROM AUTHOR]

Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the subject-based education they will encounter in their subsequent schooling. This is particularly important for L2-students who are less likely to meet academic language outside the school. In this paper, based on transcripts of oral interactions in the classroom, it is argued that conversational and story-telling skills, oral and written, provide a rich environment for the development of academic school language, while at the same time promoting and making good use of the cultural diversity that is increasingly a feature of pre-primary and primary classrooms. [ABSTRACT FROM AUTHOR]

This comparative inquiry examines the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montréal – English speakers and Chinese speakers – with a focus on the multi/bilingual and multi/biliterate development of children from these two communities who attend French-language schools, by choice in one case and by law in the other. In both of these communities, children traditionally achieve academic success. The authors approach this investigation from the perspective of the parents’ aspirations and expectations for, and their support of and involvement in, their children's education. These two communities share key similarities and differences that, when considered together, help to clarify a number of issues involving multi/biliteracy development, socio-economic and linguistic capital, minority/majority language status, mother-tongue support, home–school continuities, and linguistic identity. [ABSTRACT FROM AUTHOR]

The valuable role technology could play in literacy acquisition and instruction, especially for primary grade learners, is a promising area of research. This article describes a study about how strategy instruction taught through a blend of technology and more traditional teaching methods can aid reading comprehension. The study, which involved four grade 6 classes from two different schools in the Western Cape, focuses on three perceived needs: (1) a need for the improvement of reading comprehension in second-language learners, (2) a need for strategy instruction in teaching reading comprehension, and finally (3) a need for a blended-learning approach to strategy instruction. The discussion of the research results also highlights the main obstacles in the way of the effective use of a blended-learning approach. [ABSTRACT FROM AUTHOR]

Throughout history various grand narratives have impacted on technology education. In the current post modern era of globalization, technology education continues to struggle for relevance and definition, and takes various forms in different countries, but none seem resoundingly successful. The current development of what some have termed a digital democracy (Web 2.0)—the explosion of a new type of information technology which has become an integral characteristic of young people’s lives, is the starting point for this paper. Mainstream literacy theory was reconceptualised in the 1990’s with the foresight of anticipating the significance of a range of literacies. Broad conceptions of Technological Literacy have always accommodated multiple literacies, but must now essentially do so in a dynamic way through the pre-existing pedagogy of design. [ABSTRACT FROM AUTHOR]

This study explores the perceptions of Finnish 15-year-olds on the advantages and disadvantages of the Internet. The data, students' written responses (N=3112), were gathered in the context of the OECD Programme for International Student Assessment (PISA) in the spring of 2000 as a national option. The data were analysed by close reading and using the Atlas.ti application for coding. Students regard easy access to a variety of current information as the most important advantage of the Internet. Finding new friends and chatting with old ones was also emphasised, as well as the downloading capacities of the Internet. Although problems of finding reliable and truthful information were recognised, students' main concerns were related to issues such as violations towards computers and people, and getting addicted or marginalised. [ABSTRACT FROM AUTHOR]

Finnish students' multiliteracy profiles are examined from the perspectives of both traditional printed reading and Internet activities in the light of the data collected as a national option integrated into the Programme for International Student Assessment (PISA) 2000 study. After reciting some previous findings on reader profiles as revealed by the initial international analyses of PISA data, the perspective is widened to encompass multiliteracy, which is defined according to the sociocultural view. Based on responses to a survey questionnaire, students were grouped by cluster analysis into six distinct clusters according to the frequency with which they read diverse printed materials and were involved in various Internet activities. The multiliteracy profiles are described, first from the perspective of literacy activities and further examined in relation to students' gender, reading literacy performance, socio-economic background as well as access to books and computers. Finally, some pedagogical suggestions are made with a view to different groups of student readers. [ABSTRACT FROM AUTHOR]

By shifting hybrid pedagogies to constructionism, multimodal and makerspace composition teachers can transform both student- and faculty-inquiry within the classroom. A constructionist stance guides students through a path of knowledge informed by their own socio-culturally situated practices and experiences. In a multimodal and makerspace undergraduate course, this results in students applying maker competencies—defined through a university taskforce of faculty across disciplines—to form maker literacies. [ABSTRACT FROM AUTHOR]