사회적 실천으로서의 리터러시 교육-멀티리터러시, 멀티모달리티, 그리고 텍스트
Literacy Education as a Social Practice: Multiliteracies, Multimodality and Text
- 발행
- 2014 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 한국방송통신대학교
- 출처
- 국내 KCI
- 원문
- 원문 보기 ↗
개념
키워드
리터러시, 사회적 실천, 담론, 멀티리터러시, 멀티모달리티, 텍스트, literacy, social practice, Discourse, multiliteracies, multimodality, texts
초록
Internet and globalization have strengthened cultural diversities. Technological advancement has revolutionized communication channels and methods. This has given rise to a need for a pedagogy of multiliteracies and multimodality, which invalidates the myth of one universal literacy based on print. Literacy education should not consider literacy as an autonomous cognitive skill that functions apart from the context in which it is achieved and enacted. Literacy is to be considered as a social practice which navigates diverse Discourses, understands multiple literacies and negotiates meanings, which leads to establishing identity and accomplishing what is aimed in specific situations. The pedagogy of multiliteracies focuses not on acquiring one standardized literacy but on developing flexibility and learning how to grasp and produce multimodal texts and thereby effectively communicate and fulfil tasks. It also aims to prepare students for an age of “portfolio people”. Project-based lesson organization and multimodal texts construction would facilitate application of the pedagogy of multiliteracies to specific class environments.