Multiliteracies by GLADYS ADELAIDA NIÑO SANCHEZ https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7 en-us 2021-09-30 15:49:47 UTC 2023-09-29 09:18:23 UTC hello@padlet.com 1. Multiliteracies gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1781877987 Elements:

  • The cultural and linguistic diversity 
Linguistic and cultural differences, where literacy is adjusted to the social context.

  • Multimodal
Texts enriched with audiovisual material
]]> 2021-09-30 15:54:18 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1781877987 2. Fantiction: gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1782038413 2021-09-30 16:52:08 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1782038413 3. Multi-literacy gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784247171
  • Contexts: Cultural+ linguistic, technology, social, and, modality
  • The Knowledge processes: Based on experiencing, applying, conceptualising and analysing.
  • Influence multimedia technologies
  • Construction of meaning:  "linguistic," "visual," "audio," "gestural," "spatial," and  "multimodal"- available designs considered in this process.

    • ]]>     2021-10-01 13:53:54 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784247171     3.1 Multimodality gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784251941 "Multimodality, or the integration of various Designs such as visual, linguistic, and audio in one text, is a key concept in the Multiliteracies framework"  Olcott, K & Mahar, D (2003). Multimodality is an aspect that, in the first place, develops or reinforces the creativity of writers, and on the other hand, improves readers' understanding, multimodality generates a different environment, increasing the interest and motivation of both writers and students. the readers.]]> 2021-10-01 13:55:27 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784251941 3. 2 Intertextuality gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784450830 “A term referring to relationships and references between and among texts” Olcott, K & Mahar, D (2003).Intertextuality is the connection between one or more texts, it is the way to reinforce the content of what we are creating. The relationship that exists between these texts influences the interpretation as well as the production of the discourse. 

    ]]>     2021-10-01 15:06:41 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784450830     References gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784468641
  • MAS, (s.f). The conceptual Framework. Recovered of: https://masproject.eu/the-conceptual-framework/
  • TEDx Talks (July 16, 2019). Misconceptions of Fanfiction [archivo de video]. YouTube. https://youtu.be/XqbeAJWKQGA 
  • Erin Bell ( April 26, 2019).  Multiliteracies in the 21st Century. [archivo de video]. YouTube. https://www.youtube.com/watch?v=on2XyAlWh64
  • University of Illinois. [Education at Illinois]. (2019, March 6). Background to the Multiliteracies Project [Video file]. Retrieved from https://www.youtube.com/watch?v=WVRehngLMqs

    • ]]>     2021-10-01 15:13:30 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784468641     3. 3 Hybridity gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784538575 As mentioned Olcott, K & Mahar, D (2003), through this process, new meanings and new genres are created through design, that is, we implement these new meanings through the scenes and the behaviors of the main and secondary characters. It is the way to contextualize these new meanings through the actions of the characters.]]> 2021-10-01 15:41:19 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784538575 4. Multiriteracies in the classroom gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784587131 As we see, the multiliterary approach is based on the creation of resources related to the interests of the students, the novelty of this is how these resources are enriched with audiovisual, gestural, audio material, among others, likewise, we see how the Technology makes its great contribution in the creation of these resources, although none of it is far from the main objective of literacy.]]> 2021-10-01 16:00:16 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784587131 4. 2 Which are some examples of text forms privileged by students but usually marginalized by teachers? gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784587383 First of all, the privileged texts could be related to the interests of the students, and in some way, to their personality. An example of this could be the texts related to freedom of expression. Tapia, P (2018) wonders if "Is it reasonable to allow anything to be said? Should the State be neutral in relation to the content of what is said? Is it acceptable to prohibit" offensive speech "or" hate speech "? How to deal with the violation of the privacy of individuals or the leaks of state information that can cause harm? Does preventing such harm justify limiting free expression?"

    What do you think about it?]]>     2021-10-01 16:00:22 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1784587383     4. 1 How can language teachers integrate the multiliteracies framework with conventional literacy practices in the classroom? gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1787615820
    In the video Critical Literacy: Children as Changemakers in their Worlds, a student said "I feel that inside speaking and writing is better for me when I have art". 

    Literature is art, and art is developed from practice, the teacher must make use of strategies through which the vision of the authors can be exposed, in this case, the students. Therefore, theater plays invented by students could be implemented within the learning classroom, because through this, students also express their ideas, their feelings, and at the same time, learn literature, understanding the importance of oral and written expression within a specific context, enriched with images, body language, gestures, etc.]]>     2021-10-03 16:44:56 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1787615820     gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1787669515 In this way we have to take into account, as teachers, the importance of the implementation of didactics within the literacy process, is to know, analyze and understand the interests of students and their potentials, and due to this, carry out literature activities that enhance those skills, then, literature is art, and the multiliteracy framework is the set of literature that encompasses everything.]]> 2021-10-03 17:23:57 UTC https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1787669515 References gladysadelaidan https://padlet.com/gladysadelaidan/42f4cul1ti2hg9k7/wish/1787672480
  • Emaze (s.f). Intertextuality. REcovered of: https://app.emaze.com/@AZIIRRLC#2
  • UBC Okanagan ( Auguts 01, 2018). Critical Literacy: Children as Changemakers in their Worlds. archivo de video]. YouTube. https://youtu.be/yuamzeQX6c4
  • Tapia, P (2018). Para decir lo que se quiera: textos sobre la libertad de expresión. SANTIAGO, ideas criticas de debate. Recovered of: https://revistasantiago.cl/pensamiento/para-decir-lo-que-se-quiera-textos-sobre-la-libertad-de-expresion/
  • Chandler-Olcott, K., & Mahar, D. (2003). Adolescents' anime-Inspired "Fanfictions": An Exploration of Multiliteracies. Journal of Adolescent & Adult Literacy, 46(7), 556-566. Retrieved April 2, 2020, from www.jstor.org/stable/40015457


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