Multiliteracies at school
| Title | Πολυγραμματισμοί στο σχολείο / Multiliteracies at school |
| Code | ΔΠΔΜ108 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Foteini Papadimitriou |
| Common | No |
| Status | Active |
| Course ID | 600015083 |
Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)
Registered students: 10
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Glōssikós Grammatismós kai Logotechnikī Ekpaídeusī | Compulsory Course | 3 | 2 | 10 |
| Academic Year | 2021 – 2022 |
| Class Period | Winter |
| Faculty Instructors | |
| Instructors from Other Categories | |
| Class ID | 600201635
|
Class Schedule
| Building | School of Education (Tower Building) |
| Floor | Floor 5 |
| Hall | ΑΙΘΟΥΣΑ 507 (181) |
| Calendar | Thursdsay 15:00 to 18:00 |
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Background
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600201635
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=3814
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
By the end of course, students are expected:
- To understand the theoretical perspectives and findings of the interdisciplinary research on recently emerging field of new literacies as well as the way in which they impact upon social and educational practices.
- To identify issues of concern arising from rapid technological developments of our Information Age, which are vital for the teaching of literacy.
- To search and locate information, but also to critically evaluate their content and usefulness for various learning purposes.
- To identify the codes and intersemiotic synergies that contribute in the construction and deconstruction of the meaning of multimodal texts within particular contexts.
- To identify and explain the way in which multimodal texts and hybrid digital texts are constructed and read differently from monomodal printed texts.
- To explain how ICT, and especially the Internet, influences, forms and modifies social practices and literacy practices both within school and outside school.
- To utilize Multiliteracies approaches into the classroom.
- To draw conclusions about the appropriate content and the appropriate pedagogy for teaching literacy in schools of the 21st century which recognize the impact of ICT and especially the Internet in various forms of social behavior and in diverse literacy practices.
General Competences
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Design and manage projects
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The content of the module focuses, at a first level, on the presentation and critical consideration of approaches that are related to the pedagogy of multiliteracies in the changing social and semiotic environment characterized both by the linguistic and cultural diversity of modern societies and by the emergence of text forms associated with information and multimedia technologies. In the framework of the working groups which the students will create, they will be involved in the writing and presentation of a critical study of scientific articles from the Greek and international literature related to three main thematic areas which may be summarized as follows:
• The 'why', the 'what' and the 'how' of multiliteracies
• Multiliteracies and metalanguage
• Critical metalanguage of multiliteracies in school contexts - Multiliteracies in pracrice
In addition, the content of the module focuses, through the critical search and evaluation of web resources as well as the presentation and discussion of specific elements of reability of the resources have been selected by the students, on issues related to the following thematic areas:
• Web literacy
• Critical literacy practices on online environments
Keywords
multiliteracies, critical metalanguage, cultural linguistic diversity, multimodality
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Interactive excersises
- , greek and foreign papers and books for study
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 2.6 | ✓ | ✓ | |
| Laboratory Work | 15 | 0.5 | ✓ | ✓ | |
| Reading Assigment | 92 | 3.1 | ✓ | ✓ | |
| Written assigments | 100 | 3.3 | ✓ | ✓ | |
| Other / Others | 15 | 0.5 | |||
| Total | 300 | 10 |
Student Assessment
Student Assessment methods
- Written Assignment (Summative)
- Labortatory Assignment (Summative)
- Oral presentations, Participation in dialogue/class activities (Formative)
Bibliography
Additional bibliography for study
• Bougatzeli, E., Papadimitriou, E. & Douka, M. (2015). Critical search and evaluation practices of Web information resources applied by senior students in the Department of Primary Education of AUTH for the design of alternative projects in teaching language. Στο G. Grollios, A. Liambas & P. Pavlidis (eds.), Proceedings of the IV International Conference on Critical Education “Critical Education in the Era of Crisis”, vol. 2, pp. 85-113.
• Burbules, N.C. (1998). Rhetorics of the Web: Hyperreading and critical literacy. In Ilana Snyder (Ed.), Page to Screen: Taking Literacy into the Electronic Era. Routledge.
• Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy, 29 (1), 7-23.
• Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
• Fabos, B. (2008). The price of information: Critical literacy, education and today’s Internet. In J. Coiro, M. Knobel, C. Lankshear & D.J. Leu (Eds.), Handbook of Research of New Literacies. Lawrence Erlbaum: New York.
• Ikpeze, C. H. (2009). Transforming classroom instruction with personal and technological literacies: The WebQuest connection. New England Reading Association Journal, 44 (2), 31-40.
• Jewitt, C. (2008). Multimodal discourses across the curriculum. Στο M. Martin-Jones, A. M. de Mejia & N. H. Hornberger (Εds.), Encyclopedia of Language and Education, 2nd Edition, Volume 3: Discourse and Education, 357–367. Springer Science+Business Media LLC.
• Kalantzis, M. & Cope, B. (1999). Πολυγραμματισμοί: επανεξέταση του τι εννοούμε ως γραμματισμό και τι διδάσκουμε ως γραμματισμό στα πλαίσια της παγκόσμιας πολιτισμικής πολυμορφίας και των νέων τεχνολογιών επικοινωνίας. Στο Α-Φ. Χρηστίδης (Επιμ.). “Ισχυρές” και “ασθενείς” γλώσσες στην Ευρωπαϊκή Ένωση. Όψεις του γλωσσικού ηγεμονισμού (τ. 2), 680-695. Θεσσαλονίκη: Κέντρο Ελληνικής Γλώσσας.
• Kalantzis, M. & Cope, B. (2008). Language education and multiliteracies. In S. May & N. H. Hornberger (eds.), Encyclopedia of Language and Education, 2nd Edition, Volume 1: Language Policy and Political Issues in Education, 195–211.
• Kress, G. (1997). Visual and verbal modes of representation in electronically mediated com¬munication: The potentials of new forms of text. In I. Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 53-79). Sydney: Allen and Unwin.
• Kress, G. (2003b). Literacy in the new media age. London: Routledge.
• Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
• Kress, G., & van Leeuwen, T. (2010). Η ανάγνωση των εικόνων: Η γραμματική του οπτικού σχεδιασμού. Φ. Παπαδημητρίου (Επιμ.), Θεσσαλονίκη: Επίκεντρο.
• Kuiper, E. & Volman, M. (2006). The Web as a source of information for students in K-12 education. In J. Coiro, M. Knobel, C. Lankshear & D.J. Leu (Eds.), Handbook of Research of New Literacies. Lawrence Erlbaum: New York.
• Lankshear, C., & Knobel, M. (2011) (3rd edition). New literacies: Everyday practices and social learning. McGraw Hill: Open University Press.
• Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Towards a theory of new literacies emerging from the Internet and other information and communication technologies. Στο R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (pp. 1570-1613). Newark, DE: International Reading Association.
• New London Group, (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66: 60-92.
• Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. London: Paul Chapman Publishing.
• Papadimitriou, E., Alexandrou, D. & Bougatzeli, E. (2017). Utilizing Web Information Resources in the Classroom for Language Teaching: A Critical Approach. International Journal of Literacies, vol. 24(2), pp. 1-15.
• Papadimitriou, E., Emmanouilidou, M. & Makri, D. (2015a). The ‘visual grammar’ in school contexts: A multimodal-critical approach to teaching literacy to primary education students. International Journal of Literacies, vol. 22 (3), 29-41.
• Papadimitriou, E. & Makri, D. (2015b). The Metalanguage of “Visual Design” into the Classroom for the Construction of Intermodal Meanings. International Journal of Education and Literacy Studies, 3 (2), 32-43.
• Papadimitriou, E., Emmanouilidou, M. & Katsiaflaka, A. (2015c). Critical Multimodal Literacy in Classroom Practice: Comics as Mediating Tools for the Interpretation and Construction of Cross-modal Representations of Social Reality. International Journal of Literacies, 22 (4), 27-43.
• Richards, C. (2001). Hypermedia, Internet communication, and the challenge of redefining literacy in the electronic age. Language Learning and Technology, 4(2), 59-77.
• Roberts, S. & Philip, R. (2006). The grammar of visual design. Australasian Journal of Educational Technology, 22(2), 209-228.
• Rowsell, J. & Walsh, M. (2011). Rethinking Literacy Education in New Times: Multimodality, Multiliteracies, & New Literacies. Brock Education, 21(1), 53-62.
• Royce, T. D. & Bowcher, W. L. (2007). New Directions in the Analysis of Multimodal Discourse. Lawrence Erlbaum Associates.
• Stein, P. (2008). Multimodal instruction practices. Στο J. Coiro, M. Knobel, C. Lankshear & D.J. Leu (Eds.), Handbook of Research of New Literacies. Lawrence Erlbaum: New York.
• Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, U.K.: Open University Press.
• van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford; New York: Oxford University Press
• Wyatt-Smith, C. & Elkins, J. (2012). Πολυτροπική ανάγνωση και κατανόηση σε περιβάλλοντα στο διαδίκτυο. Στο Φ. Παπαδημητρίου (Επιμ.), Διεπιστημονικές προσεγγίσεις του γλωσσικού γραμματισμού: Από τη γνωστική προσέγγιση στο διευρυμένο πλαίσιο των νέων γραμματισμών. Θεσσαλονίκη: Επίκεντρο.
• Χατζησαββίδης, Σ. (2003). Η διδασκαλία της ελληνικής στο πλαίσιο των πολυγραμματισμών (προετοιμασία του κοινωνικού μέλλοντος των μαθητών). Φιλόλογος, 113: 405-414.
• Χατζησαββίδης, Σ. Από την παιδαγωγική του γραμματισμού στους πολυγραμαμτισμούς: Νέες τάσεις, διαστάσεις και προοπτικές στη διδασκαλία της γλώσσας. Στο Κ. Μπαλάσκας & Κ. Αγγελάκος (επιμ.), Γλώσσα και λογοτεχνία στην πρωτοβάθμια και τη δευτεροβάθμια εκπαίδευση (σσ. 35-52). Αθήνα: Μεταίχμιο.
Last Update
26-09-2022
