| Autor: |
Kitsiou, Roula, Kondyli, Marianna |
| Předmět: |
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| Zdroj: |
International Journal of Literacies; Dec2020, Vol. 27 Issue 2, p1-16, 16p |
| Abstrakt: |
This study focuses on exploring multimodal literacy practices applied by fifty students of a department of tertiary education in order to analyze multimodal texts. More specifically, the aim was to investigate the available resources of meaning that students used while analyzing two groups of ideologically charged multimodal texts during their final written exam of a course relevant to designing literacy classes. Ivanič's approach of the written mode was adopted to identify the available resources students used to redesign the meaning of texts that refer to sexism and Arabic language and culture. Applying qualitative thematic analysis, the research results point out that students mostly replied drawing from their beliefs (habitual intertextuality) concerning the ideological issues they identified in the pictures, especially in those cases that they had restricted awareness of the phenomena depicted. The findings of this study highlight the importance of teaching the grammar of multimodality integrating critical literacy objectives so that students manage to use theoretical tools to go through and beyond their habitual intertextual practices. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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