Children’s digital practices: case studies of children viewing and representing with dgital text

This paper reports on case studies of four primary school children and their digital practices in Hong Kong. The study explored how the participating children view and represent through digital text in the context of their out-of-school technology use. Understanding how these practices extended into their English language classrooms was explicated based on emerging data. The study results identify six aspects of emerging skills acquired by the children. These skills were not extended into the children’s schoolwork – a reflection on the emphasis on uni-modal language learning in the class setting. A detailed examination of the individual skills led to a set of recommendations for curriculum review, suitable pedagogical strategies and classroom learning resources that English Language Educators may utilize to facilitate development of viewing and representing skills through digital text.published_or_final_versio

Childrens Digital Practices: Case Studies Of Children Viewing And Representing With Digital Text

This paper reports on case studies of four primary school children and their digital practices in Hong Kong. The study explored how the participating children view and represent through digital text in the context of their out-of-school technology use. Understanding how these practices extended into their English language classrooms was explicated based on emerging data. The study results identify six aspects of emerging skills acquired by the children. These skills were not extended into the childrens schoolwork a reflection on the emphasis on uni-modal language learning in the class setting. A detailed examination of the individual skills led to a set of recommendations for curriculum review, suitable pedagogical strategies and classroom learning resources that English Language Educators may utilize to facilitate development of viewing and representing skills through digital text

Multimodal Definition: The Multiplication of Meaning in Electronic Dictionaries

With the popularity of electronic dictionaries, multimodality plays an increasingly important role in lexicography. To broaden the horizons of e-dictionary definitions, this article argues for the establishment of a new term, multimodal definition, as a key component of multimodal lexicography. This term integrates verbal definitions and the complementary multimodal resources from a holistic viewpoint of meaning. In a multimodal definition, a dynamic meaning ecology can be formed, with two critical variables functioning, (semiotic) mode selection and intermodal synergy. In this ecology, meaning expressed verbally can be multiplied in four dimensions: content, form, space and time. Future directions for research are discussed, including dictionary user studies and multimodal corpora. The findings of this article shed light on the construction of a theoretical model for e-lexicography which remains an urgent task in the ongoing digital revolution.Keywords: Multimodality, multimodal definition, multimodal lexicography, e-dictionary, mode selection, intermodal synergy

A case study of implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classroom

Parallel SessionsConference Theme: 'to boldly go... 'This study aims at examining the concept of ‘international mindedness’ as it is evidenced in the International Baccalaureate Diploma Programme (IBDP) in a Chinese as a second language classroom in an international school. The research methodology includes in‐depth semi-structured interviews, classroom observation, classroom discourse analysis (Christie, 2008), and text analysis of students’ work by using Systemic Functional Linguistics (SFL) (Halliday, 1994), Appraisal Theory (Martin and White 2005) and Bernstein’s topology of pedagogies of instruction. The findings show how the teacher in this study could be said to have demonstrated ‘international mindedness’ in her teaching, and how students expressed ‘international mindedness’ and how students expressed ‘international mindedness’ in their representations of values and knowledge. The study concludes that IB curriculum officers and educators should consider how to effectively promote international mindedness in IB curriculum and assessment development.postprin

Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science

This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science

La selección de obras para la investigación en LIJ digital : de la teoría a la recepción

La ficción digital forma parte central en el consumo cultural de niños y adolescentes, y sin embargo la mediación a partir de obras digitales es aún escasa en el ámbito escolar. Este artículo reflexiona sobra la práctica de selección de obras de literatura digital para la formación de lectores infantiles y juveniles en el marco del actual proyecto de investigación del grupo GRETEL (UAB): "Enseñar a leer literatura digital". El texto describe las decisiones adoptadas y los obstáculos salvados en relación al proceso de selección de obras de ficción digital infantil a partir de tres ejes: la extracción de datos sobre las estrategias de lectura, la formación con los niños a partir de esos datos y el posterior análisis de la evolución de sus competencias. El ensayo presenta y analiza las obras empleadas y propone estrategias que permitan sortear los principales problemas de la investigación en este ámbito.Digital fiction is a central part of children's and adolescents' cultural habits, and yet mediation based on digital works is still missing in the school. This article reflects on the practice of selecting works of digital literature for children and young people to train readers in the framework of the current research project of the GRETEL group (UAB): "Teaching to read digital literature". The text describes the decisions that have been adopted and the obstacles that have been saved in relation to the process of selecting children's digital fiction works from three axes: the extraction of data on reading strategies, the training with children from these data and the subsequent analysis of the evolution of their competences. The essay presents and analyzes the works that have been employed and proposes strategies to overcome the main problems of research in this field.La ficció digital forma part central del consum cultural d'infants i adolescents, però, malgrat això, la mediació a partir d'obres digitals encara és escassa en l'àmbit escolar. Aquest article reflexiona sobra la selecció d'obres de literatura digital per a la formació de lectors infantils i juvenils, en el marc de l'actual projecte de recerca del grup GRETEL (UAB): "Ensenyar a llegir literatura digital". El text descriu les decisions adoptades i els obstacles salvats en relació amb aquest procés de selecció a partir de tres eixos: l'extracció de dades sobre estratègies de lectura, l'activitat formativa a l'aula a partir d'aquestes dades i l'anàlisi posterior de l'evolució de les seves competències. El text presenta i analitza les obres utilitzades i proposa estratègies per evitar els principals problemes de la recerca en aquest àmbit.La fiction numérique est un élément central dans les pratiques culturelles des enfants et des adolescents ; cependant, la médiation basée sur des œuvres numériques est encore rare dans le milieu scolaire. Dans le cadre du projet de recherche en cours du groupe GRETEL (UAB): "Apprendre à lire la littérature numérique", cet article porte sur la sélection des œuvres littéraires numériques pour la formation des enfants et des jeunes lecteurs. Le texte décrit les décisions prises et les obstacles enregistrés dans la mise en place d'un processus de sélection d'œuvres de fiction numérique pour enfants, selon trois axes: l'extraction de données sur les stratégies de lecture, la formation des enfants à partir de ces données et l'analyse ultérieure de l'évolution de leurs compétences. L'essai présente et analyse les œuvres numériques utilisées et propose des stratégies permettant de surmonter les principaux problèmes de la recherche dans ce domaine

Education handbook

2002 handbook for the faculty of Educatio

The digital literacy and multimodal practices of young children: engaging with emergent research: proceedings of the first Training School of COST Action IS1410, University of Minho, Braga, Portugal, 6th - 8th June, 2016

CIEd - Centro de Investigação em Educação, UID/CED/01661/, Instituto de Educação, Universidade do Minho, através de fundos nacionais da FCT/MCTES-P