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Tchnology is part of many people´s lives with it new forms of languages are present and bring different manners of communication and use of language to the virtual environment. Wherefore, it is important to integrate reading and writing practices with the use of different semiosis in the school curriculum. In this regard, this study´s objective is to analyze how the infographic genre favors the development of reading skills and multiliteracy. This is qualitative research, with action research characteristics, developed through a Didactic Sequence, from July to August 2022, with students from the 7th year of Primary School of the State School for Integral Development of Basic Education “Getúlio Dornelles Vargas”, municipality of Primavera do Leste-MT. Ultimately, the results demostrate that the work with the infographic genre has contribute significantly to the understanding , interpretation and production of multimodal texts, with a critical look at many themes., La tecnologia forma parte de la vida de muchas personas y con ella se presentan nuevas formas de linguajes y traen al ambiente diferentes modos de comunicación y uso del lenguaje. Luego, hace importante integrar prácticas de lectura y escrita con el uso de muchas semiosis al currículo escolar. De esa manera, este estudio tuvo como objetivo analizar cómo el género infografia contribuye con el desarollo de la competencia lectora y la multialfabetización. Habla de una Investigación cualitativa, con caracteristicas de Investigación-acción, desarrollada a través de una Secuencia Didáctica, de julio a agosto de 2022, con alumnos del 7º año de la ensenãnza fundamental de la Escuela Estatal del desarrolló Integral de la Educación Básica “Getúlio Dornelles Vargas”, municipio de Primavera do Leste-MT. Por fin, los resultados demuestran que el trabajo con el género infografia ha contribuido significativamente a la comprensión, interpretación y producción de textos multimodales, con una mirada crítica a muchos temas., A tecnologia faz parte da vida de muitas pessoas e com ela, novas formas de linguagens se apresentam e trazem ao ambiente virtual diferentes modos de comunicação e uso da língua. Dessa forma, faz-se importante integrar práticas de leitura e escrita com o uso de diversas semioses ao currículo escolar. Nesse viés, este estudo objetivou analisar como o gênero infográfico favorece o desenvolvimento de habilidades leitoras e o multiletramento. Trata-se de uma pesquisa qualitativa, com características da pesquisa-ação, desenvolvida por meio de uma Sequência Didática, no período de julho a agosto de 2022, com estudantes do 7º ano do Ensino Fundamental da Escola Estadual de Desenvolvimento Integral da Educação Básica “Getúlio Dornelles Vargas”, município de Primavera do Leste-MT. Por fim, os resultados demonstram que o trabalho com o gênero infográfico contribuiu de forma significativa para compreensão, interpretação e produção de textos multimodais, com um olhar crítico sobre muitos temas.

This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers’ views and practices. The results indicate that the study participants considered the promotion of multiliteracy to be part of their work as a health education teacher and they implemented multiliteracy instruction in diverse ways, such as assigning information-seeking and production tasks, or by creating role-playing games. However, the study revealed tensions between need-based literacy teaching and curriculum-steered multiliteracy promotion as well as common and novel teaching practices. At its best, reflecting on these tensions can serve as a steppingstone toward professional change and development.

Este artigo tem por objetivo discutir em que medida e de que maneira as atividades, produzidas para uma unidade didática em um programa de formação continuada, exploram a multimodalidade, particularmente o papel dado às imagens na constituição das atividades. Levamos em consideração que o termo multiletramentos refere-se a dois grandes aspectos de produção de sentido: a) a diversidade social, que parte das culturas, referência e contexto do aluno; b) a multimodalidade, no qual os multiletramentos se caracterizam pelo uso e pelo trabalho com as tecnologias, mídias, gêneros e linguagens usadas nestes contextos (KALANTZIZ; COPE, 2012). Para a análise dos textos não verbais explorados nas atividades, levamos em consideração as categorias analíticas propostas pela Gramática do Design Visual (GDV) (KRESS;VAN LEEUWEN, 2006). Os resultados indicam que os enunciados das atividades exploram as imagens, e estas assumem um papel coadjuvante importante no processo de construção dos multiletramentos proposto pela unidade didática.

Tchnology is part of many people´s lives with it new forms of languages are present and bring different manners of communication and use of language to the virtual environment. Wherefore, it is important to integrate reading and writing practices with the use of different semiosis in the school curriculum. In this regard, this study´s objective is to analyze how the infographic genre favors the development of reading skills and multiliteracy. This is qualitative research, with action research characteristics, developed through a Didactic Sequence, from July to August 2022, with students from the 7th year of Primary School of the State School for Integral Development of Basic Education “Getúlio Dornelles Vargas”, municipality of Primavera do Leste-MT. Ultimately, the results demostrate that the work with the infographic genre has contribute significantly to the understanding , interpretation and production of multimodal texts, with a critical look at many themes., La tecnologia forma parte de la vida de muchas personas y con ella se presentan nuevas formas de linguajes y traen al ambiente diferentes modos de comunicación y uso del lenguaje. Luego, hace importante integrar prácticas de lectura y escrita con el uso de muchas semiosis al currículo escolar. De esa manera, este estudio tuvo como objetivo analizar cómo el género infografia contribuye con el desarollo de la competencia lectora y la multialfabetización. Habla de una Investigación cualitativa, con caracteristicas de Investigación-acción, desarrollada a través de una Secuencia Didáctica, de julio a agosto de 2022, con alumnos del 7º año de la ensenãnza fundamental de la Escuela Estatal del desarrolló Integral de la Educación Básica “Getúlio Dornelles Vargas”, municipio de Primavera do Leste-MT. Por fin, los resultados demuestran que el trabajo con el género infografia ha contribuido significativamente a la comprensión, interpretación y producción de textos multimodales, con una mirada crítica a muchos temas., A tecnologia faz parte da vida de muitas pessoas e com ela, novas formas de linguagens se apresentam e trazem ao ambiente virtual diferentes modos de comunicação e uso da língua. Dessa forma, faz-se importante integrar práticas de leitura e escrita com o uso de diversas semioses ao currículo escolar. Nesse viés, este estudo objetivou analisar como o gênero infográfico favorece o desenvolvimento de habilidades leitoras e o multiletramento. Trata-se de uma pesquisa qualitativa, com características da pesquisa-ação, desenvolvida por meio de uma Sequência Didática, no período de julho a agosto de 2022, com estudantes do 7º ano do Ensino Fundamental da Escola Estadual de Desenvolvimento Integral da Educação Básica “Getúlio Dornelles Vargas”, município de Primavera do Leste-MT. Por fim, os resultados demonstram que o trabalho com o gênero infográfico contribuiu de forma significativa para compreensão, interpretação e produção de textos multimodais, com um olhar crítico sobre muitos temas.

O presente artigo apresenta uma revisão bibliográfica sistemática nas plataformas Capes, Eric e Scielo das pesquisas sobre produção audiovisual do gênero documentário com alunos e ênfase na autoria, protagonismo e autonomia dos estudantes durante a realização das obras. O artigo contextualiza, também, a importância de tais práticas a partir das competências gerais da Base Nacional Comum Curricular, da relevância do multiletramento (ROJO, 2009) e aponta para a potência de novas pesquisas sobre a produção de imagens no âmbito da convergência digital, da cultura participativa (JENKINS, 2009) e do estado de ubiquidades dos aparelhos (SANTAELLA, 2014) em sala de aula.

Purpose: The present study attempts to analyze literacy practices of adults with low academic qualifications in their work domain to prove that the traditional definition of literacy as merely an ability to read and write may not prove an effective yardstick in the postmodern digitalized global world. Methods: The research is contextualized in nature and takes place in real-life settings of Pakistani society. The researchers collected the data through semi/non-structured interviews based on a questionnaire consisted of 53 questions, excluding demographic-related details. The duration of the fieldwork was almost one month. During the data collection process, the researcher kept on tailoring the questions to have insights into the LNL practices of adults concerning the aim of the study and the progression of the interviews/conversation. Main Findings: The study finds multiliteracies in the work domains of sanitary workers in the shape of LNL and technology integration. Sanitary workers seem to utilize less English language vocabulary, specifically naming (nouns), i.e., washroom, cleaners/acids, vacuum cleaner, biometrics, blower, floor machine, or mobile phones. Workers also use diverse literacy practices in their communications, i.e., multilingual lexicon, numeracy, or digital literacies. Application of the Study: The findings suggest that this workplace multilingualism and multiliteracy practices would help the organizations (public/private) to instruct their employees/staff for purposeful communication(s). Moreover, this study would facilitate the process of training need analysis (TNA) during the trainings as the model of the present research can be adapted by the trainers to assess the literacy level(s) of the trainees for better classifications to provide proper training according to their prior knowledge. The Originality of the Study: According to the researchers' best knowledge, this type of study appeared not conducted in a specific field in the selected geographical area. Moreover, the research offers a new theoretical framework to conduct a multiliteracy study in sanitary works.

Based on people-oriented moral education, the Key Competency of Chinese Students’ Development highlights the importance of cultivating students’ key competency, which means that students should have the essential character and core ability to adjust lifelong development and meet the demand of social development. According to the High School English Curriculum Standard (2017 Edition), key competency in English refers to language ability, thinking quality, cultural character and learning ability. And on the basis of multiliteracies pedagogy, linguistic symbols and non-linguistic symbols are combined together to create a multimodal teaching environment. And students will obtain new knowledge through four main stages: situated practice, overt instruction, critical framing and transferred practice, leading students mobilize their multiple senses together when learning English and help improve their comprehensive competence, which is in line with cultivating students’ key competency in English. This paper will firstly make a brief introduction of key competency in English based on the High School English Curriculum Standard (2017 Edition) and analyze typical views of multiliteracies pedagogy, then take the reading passage, Learning English from Unit5 Languages around the World, compulsory I, PEP as an example, applying multiliteracies pedagogy to English class, in order to cultivate students’ key competency in English to some extent through multiliteracy training.

The aim of this article is to discuss the concepts of digital literacy, multimodality and multiliteracy, highlighting challenges and perspectives for contemporary education. The study was characterized as a qualitative research, typified as bibliographical. The research evidenced, as a result of the theoretical study, several challenges to be overcome by the teaching units regarding the insertion of digital technologies in the school space and highlighted that these can also bring viable possibilities for the educational field. He also highlighted that the scope addressed provokes further discussions and converges to encourage research on the appropriate use of new technologies in the dynamics of classes. Therefore, the importance of starting from the understanding of digital literacy, multimodality and multiliteracy was emphasized, in order to expand the conceptions about the use of digital media in the classroom, seen in this study as a challenge to be overcome by the school. El propósito de este artículo es discutir los conceptos de alfabetización digital, multimodalidad y multialfabetización, destacando desafíos y perspectivas para la educación contemporánea. El estudio se caracterizó como investigación cualitativa, tipificada como bibliográfica. La investigación mostró, como resultado del estudio teórico, varios desafíos a ser superados por las unidades didácticas en lo que respecta a la inserción de las tecnologías digitales en el espacio escolar y destacó que estas también pueden traer posibilidades viables para el campo educativo. También destacó que el ámbito abordado suscita otras discusiones y converge para incentivar la investigación sobre el uso adecuado de las nuevas tecnologías en la dinámica de clases. Por lo tanto, se enfatizó la importancia de partir de la comprensión de la alfabetización digital, la multimodalidad y la multialfabetización para ampliar las concepciones sobre el uso de los medios digitales en el aula, visto en este estudio como un desafío a ser superado, aún, por la escuela. O objetivo deste artigo consiste em debater sobre os conceitos de letramento digital, multimodalidade e multiletramento, destacando desafios e perspectivas para a educação contemporânea. O estudo se caracterizou como pesquisa qualitativa, tipificada como bibliográfica. A pesquisa evidenciou como resultado do estudo teórico diversos desafios a serem superados pelas unidades de ensino no que diz respeito à inserção das tecnologias digitais no espaço escolar e ressaltou que estas podem, também, trazer possibilidades viáveis para o campo educacional. Realçou ainda que o âmbito abordado provoca outras discussões e converge para o encorajamento de pesquisas sobre o uso apropriado das novas tecnologias na dinâmica das aulas. Por isso, enfatizou-se a importância de partir da compreensão sobre letramento digital, multimodalidade e multiletramento para, então, ampliar as concepções sobre o uso das mídias digitais na sala de aula, visto neste estudo como desafio a ser superado, ainda, pela escola.

Este artigo objetiva refletir sobre a leitura do gênero anúncio em sala de aula, sob uma perspectiva crítica, e evidenciar o potencial do trabalho com textos que refletem posicionamentos ideológicos que marcam questões sociais complexas. Para tal, evidenciamos a relevância do trabalho com este gênero amparado por importantes documentos oficiais (BRASIL, 1998, 2006, 2018). Além disso, recorremos aos estudos da Análise Crítica do Discurso (FAIRCLOUGH, 2015[1989], 2001; MEURER, 2005) para discutir questões que envolvem discursos e ideologias que perpassam os textos analisados, bem como utilizamos conceitos e categorias de análise da gramática do design visual (KRESS; VAN LEEUWEN, 2006), transpostos de maneira mais didática, em língua portuguesa, por Nascimento, Bezerra e Heberle (2011) com vistas ao desenvolvimento de práticas de multiletramentos no contexto escolar, para nortear a análise dos recursos multimodais que compõem os anúncios analisados, a partir dos quais discutimos reconfigurações de representações das mulheres em anúncios de cerveja. Resultados gerais indicam que, apesar de avanços nas representações de gênero nos anúncios analisados, outras questões mais interseccionais (AKOTIRENE, 2019; COLLINS; BILGE, 2016), tais como raça, etnia, classe e sexualidade são completamente negligenciadas, apontando para a urgência dessa problematização também no contexto escolar.

This study aims to describe the learning outcomes of constructing explanatory texts among eleventh-grade students taught by investigating the multiliteracy and conventional methods, the difference in learning outcomes of students taught by investigating the multiliteracy and conventional methods for those with a high and low prior ability, and the effect of investigation multiliteracy method and prior ability on learning outcomes in SMA Posigadan state senior high school. Furthermore, an experimental method was employed with a 2x2 factorial design. It was shown that (1) students taught by the investigation multiliteracy method got higher learning outcomes (an average score of 79) than those who studied using a conventional method with an average score of 62.81. (2) the average learning outcome of students with the high prior ability and taught by the investigation multiliteracy arrived at 78; no major difference from those with the high prior ability and relying on a conventional method (an average learning outcome of 75). Likewise, the average learning outcome of students with the low prior ability and taught by the investigation multiliteracy reached 52.81; no major difference from those with the low prior ability and studying with a conventional method (an average learning outcome of 46.94). (3) the p-value in the interaction between the investigation multiliteracy method and prior ability got 0.007 or less than α = 5%. Thus, H0 was rejected and accepted H1, meaning that the investigation multiliteracy method and prior ability influence students’ learning outcomes.

The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning. HIGHLIGHTS: The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.

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 ofte...

This article reveals the educational change in Finland in the context of multiliteracy. Multiliteracy is one of the seven transversal competences introduced by the Finnish basic education curriculum reform between the years 2012 and 2016. School multiliteracy is developed through cross-subject studies with the usage of particular language. There are involved various texts during teaching to prepare well-educated global citizens who are able to to overcome obstacles of the contemporary world and to follow the global changes in a job market. Multiliteracy helps prepare a global citizen with the skills of global lingua franca.

Desenvolver atividades que explorem diversos gêneros textuais, na perspectiva dos multiletramentos, tem sido muito valorizado no contexto escolar. Hoje, além de textos escritos, somos obrigados a extrair informação e conhecimento de imagens, gráficos, tabelas, músicas, animações etc., que exigem um preparo diferenciado tanto do professor quanto dos alunos. O presente artigo tem como objetivo investigar as habilidades de leitura de textos multissemióticos que podem ser desenvolvidas em alunos do ensino médio. Como objetivo específico tem-se a aplicação de uma sequência didática cuja intenção é trabalhar com mímica e desenho a fim de desenvolver habilidades de leitura que sejam necessárias para a resolução de questões-problema dentro da perspectiva dos multiletramentos. Percebe-se que, além de engajamento e dedicação, os alunos envolvidos na atividade desenvolveram habilidades de leitura que não são restritas apenas ao universo do texto escrito.

Literacy skills provide opportunities to build society to face the global changes. This study aims to promoting the community members of the tourist village according to financial and cultural citizenship literacy as a part of multiliteracy in tourism village. This research applied descriptive qualitative approach. The subjects are 10 villagers in Jojogan Village, Wonosobo Regency. The method of data collecting use interview, observation, and documentation. Data analysis begins during the data collection process, performs data reduction, data presentation, and ends with drawing conclusions and verification. The findings describe promoting financial and cultural citizenship literacy as multiliteracy in Tourism Village is carried out in the community to have a financial and cultural literacy in their daily lives as a part of tourism village community. This activity promotes literacy cultur e by adjusting their free time because the learning schedule was coming from the community member's needs. With this condition, the manager and facilitator continuously try to adjust the conditions of the community members. These literacy learning activities include reading, writing, numerating, speaking, and listening. The benefit of this research is to provide an explanation that financial and cultural citizenship literacy as a part of multiliteracy in tourism village must be done.

Public education systems in Europe were created in the course of the foundation of the ‘classical’ nation state in the 18th and 19th centuries. Historical analyses show that it was part of their destiny to contribute to the consolidation of the respective states’ national self-design. In the 19th century, the myth developed that a nation state is monolingual not by its creation but ‘by mere nature’, and that monolingualism in the national language is the ‘natural’ result of being born and growing up in a nation state. Many of today’s public education systems are still based on this notion of linguistic ‘normality’ with respect to the composition of their clientele as well as their image of an individual ‘normal’ child(hood). However, the populations of nation states are in fact multilingual. Linguistic diversity increased as a result of migration and factors such as technical means for virtually ‘borderless’ communication. My contribution presents the European traditions of nation building since the late 1700s and asks for the functionality of monolingual habitual practice in education systems today. First results from an empirical study are presented which illustrate individual language abilities of multilingual children and the potential of linguistic diversity as a resource.

The research aims to develop multi-literacy skills by creating a literary graphic story as a creative and innovative way for English Department students in learning literature. By creating an adaptation from text to picture, students are expected to improve their ability to understand literary works and express their creative and innovative skills. This is a qualitative study implementing the Project-based Learning (PBL) approach in literature class, which aims to produce graphic stories as the output of studying literature. Students do not only understand the literary theories but also make something out of their understanding. The scaffolding instruction method was employed to examine practices of improving multiliteracy skills. A detailed action research plan, including preliminary observation in the classroom, action plan, intervention, and guiding, is applied. The investigation related to the barriers in doing the project is going to be conducted as well. Reader Response criticism is introduced to students in the reading and analyzing stage as a useful method to develop their critical thinking in evaluating the literary works they read. We argue that the students improve their reading skills, writing skills and producing graphic story stories based on their own interpretation of the literary text, which is proven by the summary and conversation texts they produce in the graphic stories. They also develop their creativity by producing images and pictures as the result of the literary adaptation process. There are two significant outcomes of the project: developing literary text understanding as well as producing the original graphic story.

Children and young people need new competences to seek and evaluate information in the changing multimodal information environment, and teachers do, too, as they have a key role in guiding young people in this task. In health education, these competencies are particularly important because information can be complex and changing, and also because it can have critical consequences. This thesis addresses the challenges of promoting students’ information seeking and evaluation from the perspective of multiliteracy in health education. It scrutinizes a sociocultural approach to multiliteracy, teachers’ informational authority roles and identities, and nexus analysis as a theoretical–methodological perspective. The results of Studies 1, 2, and 3 are reported in three empirical articles. Article I focused on examining teachers’ informational authority roles while students worked in groups on information-seeking and evaluation tasks. Article II analyzed health education teachers’ reflections of their teacher identities and Article III explored teachers’ contributions to students’ multiliteracy learning. The results of the research reveal a multifaceted phenomenon with dimensions of, first, the complexity of modern health communication and online media environments; second, the choice of credible information sources with multimodal and different types of content; and third, teachers’ roles as information facilitators, sources, and guides. The results of this research highlight that while teachers may know what multiliteracy means as a concept, how it can be promoted in all subjects is limited by various factors. The digital world with social media is an integral part of modern human life. The key question, then, is not whether the internet is being used to seek information, but how best to scaffold students to operate there, make rational use of it, and seek credible information. Promoting these practices in subject content, such as health education, would deepen students’ understanding of the thematic evaluation criteria, and facilitate the comprehension of texts. The research is topical in Finland, especially because multiliteracy is at the core of the recently published National Literacy Strategy 2030. Making Finland the most literate country in the world by 2030 will require extensive efforts, thorough and long-term support for teachers, and appropriate resources. Tiivistelmä Nykypäivän multimodaalisissa tietoympäristöissä lapset ja nuoret tarvitsevat uudenlaisia tiedonhankinnan ja arvioinnin taitoja, joiden avulla he oppivat tulkitsemaan ja hyödyntämään monipuolisia ja vuorovaikutteisia sisältöjä. Ohjatessaan nuoria tässä tehtävässä myös opettajat ovat uusien vaatimusten edessä. Tiedonhankinnan ja arvioinnin taidot ovat erityisen tärkeitä terveystiedossa, koska terveyteen liittyvä tieto voi olla vaikeaselkoista ja muuttuvaa, ja puutteelliset taidot voivat aiheuttaa jopa terveydellistä vaaraa. Tässä artikkeliväitöskirjassa käsitellään oppijoiden tiedonhankinnan ja arvioinnin edistämisen haasteita monilukutaidon näkökulmasta terveystiedon opetuksessa. Tutkimuksessa tarkastellaan monilukutaitoa sosiokulttuurisena ilmiönä, opettajan tiedollisia auktoriteettirooleja ja identiteettiä neksusanalyyttisesta näkökulmasta. Tämän tutkimuksen tulokset tuovat esiin monitahoisen ilmiön. Sen ulottuvuuksina ovat nykyaikaisen terveysviestinnän ja verkkoympäristöjen monimutkaisuus, multimodaalisten ja erimuotoista tekstiä sisältävien tiedonlähteiden valintaprosessit sekä opettajien roolit tiedon välittäjinä, lähteinä ja valinnan ohjaajina. Tutkimuksen tulokset osoittavat, että opettajat tietävät mitä monilukutaidon käsitteellä tarkoitetaan, mutta se, miten sitä voidaan eri oppiaineissa edistää, on haastavampi kysymys. Opettajat kantavat huolta oppijoiden luku- ja kirjoitustaidon heikkenemisestä. On tärkeää huomata, että niiden opettaminen edistää monilukutaitoa, mutta myös päinvastoin. Ne ovat osa samaa merkityksenmuodostusilmiötä ja kehittyvät rinnakkain. Digitaalinen maailma ja sosiaalinen media ovat olennainen osa meidän kaikkien elämää. Tämän vuoksi on välttämätöntä opettaa koulussa erilaisten tietoympäristöjen järkevää hyödyntämistä ja kehittää oppijoiden tiedonhankinnan, arvioinnin ja tuottamisen prosesseja. Näiden käytäntöjen edistäminen oppiaineiden sisältötiedossa, esimerkiksi terveystiedossa, syventäisi oppijoiden ymmärrystä temaattisista arviointikriteereistä ja helpottaisi tekstien ymmärtämistä. Tutkimus on Suomessa ajankohtainen, erityisesti koska monilukutaito on äskettäin julkaistun Kansallisen Lukutaitostrategian ytimessä. Suomen tekeminen maailman lukutaitoisimmaksi maaksi vuoteen 2030 mennessä vaatii laajaa panostusta, perusteellista ja pitkäjänteistä tukea opettajille sekä asianmukaisia resursseja.

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.

The objective of the research was to promote a new model of designing activities in the lesson plan of English teachers. The model was derived from the phases of the Multiliteracy pedagogical Framework. It was qualitative research with documentation techniques for collecting data. The source of data was the document of lesson plans made by teachers of English. The data was statements on teaching-learning activities in the lesson plans. The author identified the lesson plan of teachers from Al Islam senior high school in Krian, Sidoarjo. The activities statements were categorized using the four phases and cognitive process of the Multiliteracy Framework; Situated Practice (Experiencing), Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) promoted by Cope and Kalantzis with New London Group in 1996. The result showed that the teachers just included two phases; Situated Practice (Experiencing) and Overt Instruction (Conceptualizing), no Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) yet in their teaching-learning activities. The teachers should change the old phases in their lesson plan with the four phases of the framework to guide them in applying multiliteracy in English language teaching. The next researcher could focus on teachers’ knowledge or belief about the multiliteracy framework to assure the implementation

Resumen El vertiginoso avance de los desarrollos tecnológicos a inicios del siglo XXI ha impuesto desafíos inmensos para los investigadores de la comprensión de textos escritos desde un enfoque de alfabetizaciones múltiples, tanto académicas como profesionales. Ahora se hace apremiante examinar las exigencias que implica la comprensión lectora no solo en los formatos en papel, sino también en diversos soportes electrónicos y con propósitos de lectura diversos. Asimismo, es perentorio analizar la comprensión de múltiples textos y géneros eventualmente heterogéneos y multimodales. En la actualidad, debido al acceso inmediato y a la disponibilidad en línea de una creciente cantidad de información, tanto general como especializada, la comprensión de estos textos impone demandas incrementales para el sistema cognitivo humano. Este artículo busca abordar dicha complejidad, atendiendo, en un primer momento, a la conceptualización del macroproceso de la comprensión, con foco en un único texto eminentemente verbal, hasta considerar el procesamiento de múltiples textos multimodales y multimediales, los géneros del discurso académico y profesional, y los textos que caracterizan el siglo XXI, incluyendo los desafíos que este trae para los lectores en la actualidad y en el futuro. Abstract The rapid pace of technological developments at the beginning of the 21st century has posed tremendous challenges for researchers concerned with written texts comprehension from an academic and professional multiliteracy approach. It is now imminent to acknowledge the demands that reading comprehension implies not only for paper formats, but also for diverse electronic media, and diverse reading purposes. It is also vital to consider the comprehension of multiple texts and of eventually heterogeneous and highly multimodal genres. Nowadays, due to the immediate access and online availability of growing general and specialized information, the comprehension of such texts imposes incremental demands to human cognitive systems. This article seeks to address that complexity beginning with the conceptualization of the comprehension macroprocess, as it involves an eminently verbal single text, and continuing with the processing of multiple multimodal and multimedia texts, academic and professional genres, and the texts that characterize the 21st century, including the challenges that this represents to readers now and in the future. Résumé Le rythme rapide du développement technologique en ce début de XXIème siècle a imposé aux chercheurs d’immenses défis pour comprendre les textes écrits à partir d’une approche d’alphabétisation multiple, tant académique que professionnelle. Il est maintenant imminent de réaliser les exigences de la compréhension de la lecture non seulement en format papier, mais aussi dans divers médias électroniques et à des fins de lecture variées. Il est également impératif de prendre en compte la compréhension de textes multiples, et éventuellement de genres hétérogènes et multimodaux. Aujourd’hui, en raison de l’accès immédiat et de la disponibilité en ligne d’une quantité croissante d’informations générales et spécialisées, la compréhension de ces textes impose des exigences supplémentaires au système cognitif humain. Cet article cherche à aborder cette complexité en abordant d’abord la conceptualisation du macro-processus de compréhension, en se concentrant sur un seul texte, éminemment verbal, puis en considérant le traitement de multiples textes multimodaux et multimédias, des genres de discours académique et professionnel, et des textes qui caractérisent le XXIème siècle, y compris les défis que cela représente pour les lecteurs d’aujourd’hui et de demain.

This work draws from a larger research project that centres a youth summer writing programme. In this article, the author recounts the multiliteracy experiences of a white student who found creativ...

The world we live in is increasingly multimodal, necessitating multiliteracy for learners to engage meaningfully with knowledge and skills. While verbal language is the primary medium for construct...

RESUMOAs transformações estruturais pelas quais a linguagem e a comunicação têm passado revelam o dinamismo e a plasticidade característicos de ambas. Ao mesmo tempo em que essas reestruturações são em parte decorrentes dos avanços tecnológicos, cada vez mais voláteis e promissores, elas os subsidiam, estabelecendo-se uma relação recíproca e produtora de novos gêneros discursivos. Estes, por sua vez, instauram circunstâncias enunciativas híbridas tanto em termos composicionais como semânticos, veiculando textos multimodais e reivindicando, em consequência, práticas multiletradas. Diante desse panorama, este estudo justifica sua importância pela atenção que dá às novas configurações de leitura que emergem em um contexto hipermidiático crescente. A partir disso, propõe-se como objetivo refletir sobre práticas de leitura e compreensão de sentidos em textos de gêneros multimodais realizadas pelo sujeito-leitor que exigem, além do letramento, um olhar multiletrado para o objeto, para o mundo. Neste estudo, utilizam-se as contribuições de Bakhtin (2011), Dionisio (2011), Lemke (2010) e Rojo e Barbosa (2015). Por meio de pesquisa qualitativa e bibliográfica, é feita análise de corpus representado por um trailer de uma série de entretenimento, revelando a importância da reflexão acerca das multissemioses e da percepção, nessas, das hibridizações entre os diferentes gêneros discursivos que, dialogicamente, são responsáveis pela construção do sentido de um texto. Finalmente, espera-se, com este trabalho, contribuir com as questões que se voltem às metodologias de ensino empregadas especialmente na educação básica, em que o ensino-aprendizagem, para não se tornar arbitrário, precisa reconhecer que a formação discursiva do aluno, hoje, é pautada no prefixo multi: redes multimídia, textos multimodais, percepções multiculturais, olhares multifocais.Palavras-chave: Ensino. Gêneros Discursivos. Gêneros Multimodais. Multiletramento. ABSTRACTThe structural transformations through which language and communication have passed reveal the dynamism and plasticity characteristic of both. At the same time that these restructurings are partly due to technological advances, which are increasingly volatile and promising, they subsidize them by establishing a reciprocal relationship and producing new discursive genres. These, in turn, establish hybrid enunciative circumstances in both compositional and semantic terms, conveying multimodal texts and claiming, as a consequence, practices of multiliteracy. In face of that, this study justifies its importance by its focus on the new reading forms, which emerge in a growing hypermedia context. The objective of this study is to reflect on reading practices and comprehension of meanings in texts of multimodal genres, what requires from the reader, besides literacy, multiliteracy to read the world. This research is based on contributions of Bakhtin (2011), Dionisio (2011), Lemke (2010) and Rojo and Barbosa (2015). Through a qualitative and bibliographical research, an analysis of a TV series trailer shows the importance of the reflection about the multisemiosis and the perception, in these, of hybridizations between different discursive genres that, dialogically, are responsible for construction of the meaning of a text. Finally, this research intends to contribute with the issues about teaching methodologies that are used especially in elementary and high school, in which the relation teaching-learning, in order not to become arbitrary, must recognize that the discursive formation of a student is based on the prefix multi nowadays: multimedia networks, multimodal texts, multicultural perceptions, multifocal perspectives.Keywords: Teaching. Discursive Genres. Multimodal Genres. Multiliteracy.

O presente artigo apresenta uma proposta pedagógica que visa à construção de um vídeo multimodal com as letras das músicas de Dorival Caymmi, envolvendo os multiletramentos (linguístico, visual, gestual, espacial e áudio) no sentido de desenvolver a capacidade comunicativa dos sujeitos surdos envolvidos no processo de ensino-aprendizagem, criando contextos de produções reais, possibilitando atividades múltiplas e, sobretudo, atividades que valorizem o princípio Bakhtiniano da interação, do dialogismo. A proposta organiza-se a partir dos procedimentos de apresentação de situações de comunicação envolvendo os gêneros discursivos multimodais considerando os alunos protagonistas do conhecimento. O projeto foi desenvolvido no Atendimento Educacional Especializado - AEE, no contexto escolar que tem por referência uma perspectiva bilíngue, onde os alunos usam a Língua Brasileira de Sinais como primeira língua (L1) e a língua portuguesa na modalidade escrita como segunda língua (L2), envolvendo as áreas de Libras e Português escrito no sentido de aproximar as crianças surdas às práticas letradas. A escolha do autor deu-se devido à comemoração do seu centenário, às suas composições que retratam e valorizam a Bahia, ao fato dos alunos serem baianos e pensando no nível de complexidade dos textos apropriados para a compreensão dos alunos surdos em questão.

This qualitative case study explores an adolescent English learner’s (EL’s) expression of self and identity through multiliteracy practices on paper from an ecological perspective. The study follow...

Background and Purpose: Given the dynamic, global and multimodal character of English in the 21st century, it should be reasonable to expect English language (EL) teaching to accommodate the influences of media and technology on modern communication practices. In Singapore, education policy therefore highlights multiliteracies as one of three foci for the EL classroom. Yet, scant attention has been paid in research and practice to the impact of technology-mediated communication on writing pedagogy. This paper presents the findings of an extensive multiple-case study research project which sought to establish how multiliteracies pedagogy was being utilized in Singaporean secondary teachers’ classrooms and the significant internal and external factors that contributed to classroom practice. Methodology: The research explored six EL teachers’ practices within one unit of work, focusing on writing skills. Data were gathered through video recorded lesson observations, pre- and post-lesson interviews to explore rationales and justifications for planning and implementation, and focus group discussions to establish common practices, values and beliefs towards writing pedagogy. Findings: The study found that although teachers were aware of and trained in multiliteracy practices, they dominantly addressed writing as a monomodal form of communication, limited student autonomy and critical development, and neglected culture in their instruction. Contributions: We argue that writing instruction must be socially situated and multimodal and teacher education must prepare practitioners to empower learners to become critical and effective writers. We also assert that examination-oriented practices make writing in the classroom inauthentic and largely incomprehensible, despite belief that the opposite is true. Keywords: Language teacher education, literacy, multiliteracies, multimodality, writing. Cite as: Mizusawa, K., & Kiss, T. (2020). Connecting multiliteracies and writing pedagogy for 21st century English Language classrooms: Key considerations for teacher education in Singapore and beyond. Journal of Nusantara Studies, 5(2), 192-214. http://dx.doi.org/10.24200/jonus.vol5iss2pp192-214

This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, “In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?” We build upon interdisciplinary framings in literacy and social science research to advance new theoretical understandings of literary practices of remembrance, highlighting the public sharing of independently authored digital compositions across various audiences through song. We conceptualize youths, enacting literacy practices of remembrance, as demonstrating three socially situated stances of sharing: evoking a passed-on narrative complicating temporality and permanence, historicizing artistic cultural expression, and demonstrating mutual sharing and stewardship of loss. We argue that various communities supported youths’ meaning-making about loss, and we offer implications for teaching, research, and practice.

O presente estudo objetivou uma discussão sobre as concepções do multiletramento na contemporaneidade. A metodologia consistiu em revisão integrativa com os seguintes aportes teóricos de autores como: Jonassen (2008), Diesel, Baldez e Martins (2017), Ortunes e Sousa (2018), Pereira, Schimitt e Dias (2007), Pretto e Silveira (2008), Santos e Lacerda (2019), Sousa (2018) e Staker e Horn (2015), dentre outros. Os resultados parecem indicar que as tecnologias da informação e conhecimento (TICs) disponíveis, assim como a internet possuem uma grande influência no processo de ensino e aprendizagem. Sendo assim, é necessária a conciliação do processo de constituição do saber com as novas tecnologias, ampliando o leque de possibilidades de aprender. E finalmente, os saberes que são construídos no cotidiano são indispensáveis para a construção do saber dos indivíduos, pois são referências, marcas e aspectos que constituem a identidade do aluno.

Ympäristöopissa kuvilla voidaan esittää sisältöjä, jotka eivät näyttäydy arkikokemukselle. Artikkelissa tarkastellaan monilukutaitoa peruskoulun ympäristöopin oppikirja-aukeaman äärellä verbaalisen ja visuaalisen modaliteetin työnjakoon fokusoiden. Peruskoulun toisen ja viidennen luokan oppilailta (N = 20) kysyttiin oppimateriaaliaukeaman avulla heidän silmäily- ja lukustrategioitaan. Tulokset osoittavat, että toisluokkalaisten silmäilyreitit ovat yhdenmukaisempia kuin viidesluokkalaisten. Useimmat oppilaat silmäilevät oppimateriaalia kuvavetoisesti, mutta kuvilla ei ole yhtä keskeistä roolia lukemisstrategioita kuvattaessa. Viidesluokkalaisten vastauksissa on havaittavissa enemmän tekstilajiin ja tekstin rakenteeseen liittyvistä kielennyksiä kuin kannanottoja kuvien tehtäviin. Oppilaat mielsivät tärkeimmän tiedon löytyvän sanallisesta tekstistä eivätkä he yhdistäneet kuvaa ja sanaa. Tulokset viittaavat tarpeeseen kehittää tietoisesti eri modaliteettien yhteen lukemisen strategioita. Multiliteracy when reading a school textbook: How do primary school pupils read the many modes in environmental studies textbook pages? Abstract This article approaches multiliteracies in primary school environmental studies (science), focusing on the interaction between verbal and visual modalities. Primary school pupils, year 2 (8-year-olds) and 5 (11-year-olds) (N = 20), were asked to demonstrate and explain their scanning and reading paths while multireading environmental studies textbooks. The majority of students browsed the actual material with an image-driven style while images did not play a central role when explaining reading patterns. The students thought that the most important information was found in the verbal text and did not combine the image with the written word. The results suggest a need to develop explicit instructional strategies for multiliteracies to enhance multimodal combining in making sense of texts. Keywords: Multiliteracy, multimodality, textbook, environmental studies, science, primary school

Não se deve atribuir às mídias culpa ou responsabilidade sobre a perpetuação de comportamentos sociais discriminatórios ou preconceituosos, ainda que seja possível afirmar que as mesmas podem reproduzir via discursos, ideologias que subjazem tais práticas. Em outro contexto, os diferentes documentos orientadores da educação brasileira que atribuem à escola o dever da formação cidadã, da leitura crítica e reflexiva da realidade, dos grupos sociais e de suas práticas não encontram respaldo no cotidiano das próprias instituições. Nesse artigo, com base teórica nas DCNs (2010), PCNs (1997), OCEM (2006), BNCC (2017), como também Cope e Kalantzis (2006), Rojo (2012) e Oliveira e Mariotto (2010), unimos essas duas realidades para discutir como a escola poderia trabalhar os discursos veiculados na mídia, em particular, as mídias que fazem parte da realidade de consumo dos jovens na escola. Para isso, investigamos o que se entende por formação cidadã e a relação que ensaia com os conteúdos escolares nos documentos oficiais da educação brasileira, discorremos sobre o valor da pedagogia dos multiletramentos e defendemos a necessidade de se abordar conjuntamente as multiplicidades semióticas e a diversidade social para desconstruir, na escola, discursos e práticas sociais preconceituosos.