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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]

Copyright of Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of RUSC: Revista de Universidad y Sociedad del Conocimiento is the property of Fundacio per a la Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)