LANGUAGE AND NEW LITERACIES AT SCHOOL

Course Information
TitleΓΛΩΣΣΑ ΚΑΙ ΝΕΟΙ ΓΡΑΜΜΑΤΙΣΜΟΙ ΣΤΟ ΣΧΟΛΕΙΟ / LANGUAGE AND NEW LITERACIES AT SCHOOL
CodeΥΜ6
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorFoteini Papadimitriou
CommonNo
StatusActive
Course ID600017531

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 203
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course424

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600205297
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon completion of this course students will be able to: • know basic theoretical issues related to the visual and multimodal literacy, • reflect on the use and nature of semiotic systems (metasemiotic knowledge) as well as the ways in which their intesemiotic synergies involved in designing multimodal texts, • implement the principles of 'visual grammar' in order to critically analyze the explicit and underlying meanings in various multimodal ensembles, • utilize the principles of 'visual grammar' for teaching linguistic literacy into the classroom, • familiarize themselves with the way in which multimodality and new literacies may influence and transform literacy practices both within and outside school, • critically 'read' online information with a view to their use in the teaching of language.
General Competences
  • Apply knowledge in practice
  • 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
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The formation of a new semiotic landscape, as a consequence of social, economical, cultural and technological changes, which our planet suffered recently, in conjunction with an understanding of these changes for our society, result in the redefinition of the meaning of literacy, so as to incorporate all the potential semiotic modes for the meaning-making, representation and communication, which are even considered as equal. Therefore, literacy is a concept directly connected to people’s competency to interact successfully in different communicative situations, by critically comprehending, producing and facing a plethora of text types, not only written or oral, but also multimodal ones, which are suitably adapted to the requirements of contemporary communication demands. This transition from the ‘culture of language’ to the ‘culture of image’ and, consequently, the realization of existence of a variety of semiotic modes, apart from oral and written speech – that are used to be unique – for the processes of representation and communication, imposes as imperative the need for a visually oriented curriculum that aims at fostering literacy skills related to ‘consumption’, 'reading'/comprehension, critical appraisal and production of visual meanings. The exploration, however, and description of the ways in which image and language function both separately and in conjunction to construct meanings in multimodal ensembles, requires students and teachers to develop a common language – a metalanguage – for being able to talk and think about each semiotic/symbolic system separately as well as their meaning-making interactions. In this light, at a theoretical level, the course focuses on: (a) studying the concept of linguistic literacy in the emerging landscape of new literacies, (b) investigating the understanding of the ways in which linguistic resources, images and/or other modalities cooperate to construct representations of reality which highlight or suppress certain ways of viewing the world, (c) presenting, through the critical approach and analysis of visual/multimodal resources, the basic principles of ‘Kress & van Leeuwen’s ‘visual grammar’ concerning the description of intra- and inter-semiotic synergies intertwined to construct representational, Interpersonal and textual meanings in specific social and cultural contexts, (d) examining the way in which this metalanguage can be utilized in the classroom for the teaching of literacy, and, (e) emerging multimodality and new literacies as frameworks for the teaching of language. In addition, at a laboratory level, the course focuses on familiarizing students with ways to critically "read" online information with a view to their use in the teaching of language.
Keywords
Literacy, linguistic literacy, visual literacy, web literacy, multimodality, ‘reading’ images, ‘visual grammar’
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
  • Visual, multimodal texts for analysis
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
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures782.6
Laboratory Work100.3
Reading Assigment120.4
Written assigments200.7
Total1204
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Labortatory Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
• Παπαδημητρίου, Ε. (2020). Κριτικοί κοινωνικοί [πολυ]γραμματισμοί: Διατροπικές νοηματοδοτήσεις σε τυπικές και μη τυπικές κοινότητες μάθησης. Αθήνα: Gutenberg. • Kress, G. & van Leeuwen, T. (2010). Η Ανάγνωση των Εικόνων: Η Γραμματική του Οπτικού Σχεδιασμού, Φ. Παπαδημητρίου (Επιμέλεια-Θεώρηση). Θεσσαλονίκη: Επίκεντρο.
Additional bibliography for study
• Σημειώσεις σε ηλεκτρονική μορφή • Δημητριάδου, Κ. (2006). Οπτικός γραμματισμός και γλωσσική διδασκαλία. Σύγχρονη Εκπαίδευση, 148. • Fleckenstein, K.S., Calendrillo, L.T. & Worley, D.A. (2014). Η γλώσσα και η εικόνα στη διδασκαλία της κατανόησης και παραγωγής γραπτού λόγου: Διδάσκοντας τον οπτικό γραμματισμό. Φ. Παπαδημητρίου (Επιμέλεια – Θεώρηση). Θεσσαλονίκη: Εκδόσεις Επίκεντρο. • Kress, G. (2000). Σχεδιασμός του Γλωσσικού Προγράμματος Σπουδών με βάση το Μέλλον, Γλωσσικός Υπολογιστής, Περιοδική Έκδοση του Κέντρου Ελληνικής Γλώσσας για τη Γλώσσα και τη Γλωσσική Αγωγή, Θεσσαλονίκη, τόμος 2, τεύχος 1-2, 111-124. • Παπαδημητρίου, Φ. (2012). Διεπιστημονικές προσεγγίσεις του γλωσσικού γραμματισμού: Από τη γνωστική προσέγγιση στο διευρυμένο πλαίσιο των νέων γραμματισμών. Θεσσαλονίκη: Επίκεντρο. • Πλειός, Γ. (2005). Πολιτισμός της εικόνας και εκπαίδευση: Ο ρόλος της εικονικής ιδεολογίας. Αθήνα: Πολύτροπον. • Στάμου, Φ., Τρανός, Τ. & Χατζησαββίδης, Σ. (2004). Η «ανάγνωση» και η «παραγωγή» πολυτροπικότητας σε μαθησιακό περιβάλλον: Πρώτες διαπιστώσεις από μια διδακτική εφαρμογή. Μελέτες για την Ελληνική Γλώσσα, Πρακτικά της 24ης Συνάντησης του Τομέα Γλωσσολογίας της Φιλοσοφικής Σχολής του Αριστοτελείου Παν/μίου Θεσσαλονίκης, σελ.: 666-672. • Χατζησαββίδης, Σ. (2005). Από την παιδαγωγική του γραμματισμού στους πολυγραμματισμούς: Νέες τάσεις, διαστάσεις και προοπτικές στη διδασκαλία της γλώσσας. Στο Κ. Μπαλάσκας & Κ. Αγγελάκος (επιστ. επιμ.). Γλώσσα και λογοτεχνία στην πρωτοβάθμια και τη δευτεροβάθμια εκπαίδευση (σ. 35-52). Αθήνα: Μεταίχμιο. • Χοντολίδου, Ε. (1999). Εισαγωγή στην έννοια της πολυτροπικότητας. Γλωσσικός Υπολογιστής, 1, 115-118. Θεσσαλονίκη: Κέντρο Ελληνικής Γλώσσας.
Last Update
13-01-2022