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Search Results: 1 - 2 of 2 matches for " multiliteracy "
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ICTs in the Classroom, Multiliteracy and Special Education: A Required Interface  [PDF]
Ana Lúcia Manrique, Eliana Vianna Brito Kozma, Ely Antonio Tadeu Dirani, Meire Luci da Silva, Annie France Frere
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.77100
Abstract: Many children have special difficulties to interact with their counterparts, but use tablets and smartphones with resourcefulness. Cards with graphic symbols are very useful to assist communication. However, the teacher who works in a classroom with forty students in Brazil does not have time to train the special student to properly use this alternative means of communication. Therefore, this research developed and tested an application installed on a smartphone, which identified the communication card and verbalized its meaning, repeating this action as often as necessary without teacher intervention. It also allows one to test the knowledge of students. The system is based on a web application with source code developed by Google and electromagnetic sensors fixed on the cards. The functionality test showed good performance and usability and may be useful in the training of children with communication difficulties.
Informal Online Learning Practices: Implications for Distance Education
Fawn Winterwood
Turkish Online Journal of Qualitative Inquiry , 2010,
Abstract: This qualitative ethnographic study examines five American teenagers’ historical and current digitally-mediated multiliteracy practices within digital popular culture. The participants included three male and two female students of a private high school in the Midwestern United States. The study is framed by the notion that literacy is a socially, culturally, and historically situated discursive construct rather than a purely individualized cognitive endeavor. This social constructivist theory of literacy emphasizes the social conditions necessary to navigate the economic, social, and political worlds of the 21st century. The purpose of the study was to explore the students’ multiliteracy practices that they enact through their activities within digital popular culture. Data collection methods included synchronous interviews facilitated by video conferencing tools as well as observation of the participants’ online activities and member checks conducted via email and instant messaging. The analytic strategy employed during this study was informed by Clarke’s (2005) situational analysis method. The study’s findings indicate that literacy practices in which the study participants have engaged through informal learning activities within digital youth culture have had a much greater impact on enabling them to cultivate the multimodal literacies necessary within a postmodern digital era than have their formal educational experiences.
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