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- Andersson, Peter, 1974, et al.
(författare)
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The Challenges of Change in Early Literacy Instruction
- 2014
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Ingår i: SIG Writing: Conference on Writing Research 2014, 27-29 August 2014, University of Amsterdam and Utrecht University, Netherlands.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research on the perspectives on reading and writing that come together with the digital media age are connected to a couple of different but closely related research fields such as New literacy studies (Street 2003), Multiliteracies (Cope & Kalantzis 2000; New London Group 1996), Digital literacies (Casey et al 2009) or New literacies (Knobel & Lankshear 2007). Those approaches to literacy undertake a broad and socio-cultural view realized as a shift from print as the primary medium of dissemination towards digital media and an appreciation of the social and cultural change (Jewitt, 2008; Thomas, 2011). Transforming the dominant print-based practices into digital practices raises questions about pedagogies and assessment in literacy education that enable “learners to become creative and collaborative producers, rather than simply consumers, of digital media texts in schools” (Mills & Levido, 2011:81). In the DILS project (Digital Arenas in Literacy Practices in Early Primary School), students at three primary public schools in western Sweden with varying socio-economic backgrounds are being followed from year one to year three. This multi-case research (Yin, 2012) applies “ethnography of communication” (Hymes, 1996) studying the challenges digital technology imposes on early literacy through a range of ethnographic techniques to collect the data: video recordings of participatory classroom observations, semi-structured interviews with teachers and students, workshops and text analyses. In this paper we present analysis of the semiotic and situational choices in technology-mediated composing and peer-response from a cross-border assignment on instructional texts between these three classes. A sample of lectures was analyzed through class room observations, screen-recordings and interviews with twelve focus students. We conclude that visual design is the mode of expression preferred in these early years. The teachers, on the other hand, privilege the print-based mode over other forms of communicating meaning not taking into account the potential affordance of modes and media (Kress, 2003; Jewitt, 2005). We observed a recurrent guidance from teachers instructing students to work in one mode at a time and thus interfering creative and multimodal expression.
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- Lyngfelt, Anna, 1965, et al.
(författare)
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Analys av digitala, multimodala elevtexter i årskurs 1 och 2
- 2014
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Ingår i: Forum för textforskning 9, Göteborgs universitet, 12–13 juni 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den delstudie som presenteras utgör en del av projektet DILS (Digitala arenor för läs- och skrivpraktiker i grundskolans tidigare år, 2012–2014). Syftet med presentationen är att diskutera en modell för textanalys som är lämplig för multimodala elevtexter där en rad olika digitala verktyg använts och svårigheter som kan tänkas föreligga vad gäller lärares möjligheter att diskutera kvalitéer och utvecklingsmöjligheter i elevernas multimodala texter.Studien bygger på de grundläggande aspekter av multimodalitet och lärande som behandlas i teoribildningen om multiliteracies (Cope & Kalantzis, 2000; New London Group, 1996), New Literacy Studies (Gee, 2005; Lankshear & Knobel, 2003; Street, 1997) och multimodal semiotik (Jewitt, 2006; Kress et al, 2005). För att utveckla textanalysmodellen knyts användningen av semiotiska resurser till de textuella och (socialt) kontextuella sammanhang i vilka resurserna används. Hur de semiotiska resurserna väljs utifrån ändamål och bildar sammanhang i enskilda elevtexter diskuteras genom att textanalysmodellen består av (a) en sammanställning av de semiotiska resurser som eleverna använder, (b) analys av de inomtextuella mönster som resurserna konstituerar i texterna och (c) analys av de normer som ligger till grund för textskapandet (uppgiftsformulering, uppgiftskultur och lärares tolkning av styrdokument/praxis).
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- Lyngfelt, Anna, 1965, et al.
(författare)
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Producing and reading digital texts : patterns of communication in literacy classroom
- 2015
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Ingår i: 10th IAIMTE conference 2015: Languages, Literatures, and Literacies, 3-5 June, 2015: Odense, Denmark. Ellen Krogh, Nikolaj Elf, Tina Høegh, and Anke Piekut (eds.).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The presentation addresses the issues of homogeneity and heterogeneity in L1 research and education in early years of schooling, by focusing on how digital communication media changes patterns of communication as well as notions of ‘language’ and linguistic diversity in classrooms. Present day literacies involve more than reading and writing skills engaging students in multimodal meaning-making practices. Images, sound and writing appear in the same format and require abilities to understand and manage this great diversity of expressions, which in turn raises questions about pedagogies and assessment in literacy education. In the DILS project (Digital Arenas in Literacy Practices in Early Primary School) the literacies of reading, writing and textual competence are discussed by the presentation of situational choices and interpretation of semiotic resources by 7-9 year-old students in the context of three assignments: digital composing of a narrative story, a cross-border assignment on instructional texts and the reading of a webpage. Analysing these practices from a sociosemiotic standpoint (Kress and van Leeuwen, 1996; Cope and Kalantzis, 2000), the result of the study shows that verbal (written) language is experienced as a strong resource, and that the students are not educated to use or interpret different resources complementary. Often the same information is mediated by different resources. However, the study reveals also examples of students with a not very developed verbal language, making use of other semiotic resources than written language to communicate. The consequences of digital communication in the classroom will therefore be discussed from a language developing perspective. We present also a model for multimodal text analysis, based on the students ́ semiotic choices and text- internal patterns, stressing communicative aspects between teachers and students working with multimodal texts in the classroom.
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- Sofkova Hashemi, Sylvana, 1969, et al.
(författare)
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New literacies, multimodality and the challenges of change in literacy instruction
- 2014
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Ingår i: Writing Research Across Borders III, 19-22 February 2014,
Université Paris-Ouest Nanterre La Défense, France.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Writing practices in contemporary society have changed dramatically during the last decade. In the project Digital Arenas in Early Literacy Practices, we study the challenges of change in literacy instruction at primary school in Sweden. We show that digital writing is introduced either sequentially assuming print-based activities as prior and necessary to develop screen-based competencies or as mixes of parallel and infused approaches with technology as a means of learning (c.f. Merchant 2008). Furthermore, we conclude that visual design is the mode of expression preferred in these early years. However, we also observed a recurrent guidance from teachers instructing students to work in one mode at a time and thus interfering creative and multimodal expression. As with any educational tools, the design of instruction and degree of teacher's control, have proven to be critical to enhance writing as encouraged by an instructor on the one hand and a space for autonomy on the other.
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