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Multimodality in language education: exploring the boundaries of digital texts
Göteborgs universitet.ORCID-id: 0000-0002-3564-9390
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humaniora.ORCID-id: 0000-0001-5871-0214
2017 (engelsk)Inngår i: Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education / [ed] Chen, W et. al, 2017Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Considering the challenges of contemporary communication, largely due to the rapid development of media technology, the purpose of this article is to discuss the implications that these challenges may have for language education. In a digitalized society, texts more often than not include several modes, such as images, symbols, film clips and sound. What does this widened notion of texts mean for language subjects and teachers and how are these changes in texts reflected in curricula? In the article we use a multimodal framework to understand and discuss meaning-making when a widened notion of texts is incorporated in language education and the conflicts that may occur are discussed from an activity theoretical point of view. We conclude by arguing for native language education to fully embrace and recognize multimodal meaning-making.

sted, utgiver, år, opplag, sider
2017.
Emneord [en]
Multimodal texts, language education, literacy
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-17673OAI: oai:DiVA.org:hkr-17673DiVA, id: diva2:1163921
Konferanse
The 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education
Tilgjengelig fra: 2017-12-08 Laget: 2017-12-08 Sist oppdatert: 2017-12-13bibliografisk kontrollert

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