Multiliteracies, Multimodality & Web 2.0 Technologies: Theory and Practice to Enhance Teaching and Learning a Foreign Language Dr. Sabrina Priego Faculty of Arts and Human Sciences Department of Languages, Linguistics and Translation

Presentation Plan Introduce the concepts of Multiliteracies and multimodality Introduce 3 multimodal Web 2.0 technologies: o VoiceThread o Wikis o Meograph Suggest 3 projects that integrate the use of Web 2.0 in the EFL classroom

Multiliteracies: The New London Group State and future of literacy pedagogy

Multiliteracies: The New London Group Courtney Cazden James Gee Sarah Michaels Bill Cope Mary Kalantzis Allan Luke Carmen Luke Martin Nakata Norman Fairclough Gunther Kress What constitutes appropriate literacy teaching in the context of the ever more critical factors of local diversity and global connectedness?

MULTILITERACIES 1. Multiplicity of communication channels and media 2. Increasing salience of cultural and linguistic diversity

Pedagogy of Multiliteracies

Literacy Multiliteracies Centered on language only usually on a singular national form of language. Focuses on modes of representation much broader than language alone: o Multimodal meaning- making o Multimodal text design o A focus on cultural and linguistic diversity

Multimodality « The combination of different semiotic modes in a communicative artefact or event » (Leeuwen, 2005, p. 281)

New London Group (1996) Multimodal Design of Texts Visual Auditory Linguistic Spatial Gestural

Multiliteracies and the Web 2.0 NEW COMMUNICATION MEDIA ARE RESHAPING THE WAY WE USE LANGUAGE

Multiliteracies and the Web 2.0 HIGH DEGREES OF ACTIVITY AND CRITICALITY WITH WEB 2.0 APPLICATIONS = EMPOWERMENT (PARTICIPATION, INVENTION, AND KNOWLEDGE BUILDING)

Multiliteracies, Web 2.0 and EFL Expanding literacies for L2 learning: CRITICALITY METACOGNITION REFLECTION SKILLS FOR CREATING AND PUBLISHING CONTENT

Web 2.0 and EFL Affordances of Web 2.0 technologies If and how the Web 2.0 tool is useful for collaborative social interaction and thus to language learning

Affordances Technological Educational Social The reciprocal relationship between the user of a certain Web 2.0 application and the technology itself

Affordances of Web 2.0 EASE OF TRANSFORMING EXISTING VISUAL, AUDITORY AND TEXTUAL CONTENT INTO NEW MULTIMODAL CONTENT OPPORTUNITIES TO REPRESENT IDEAS AND THE SELF TO NEW AND WIDE AUDIENCES PROVISION OF OPENLY INTERACTIVE, COLLABORATIVE AND SUPPORTIVE ENVIRONMENTS

Examples of Projects that Integrate the Use of Multimodal Web 2.0 Technologies in the EFL Classroom

Project # 1

Web 2.0 technologies Wiki Voicethread

Web 2.0 application:

Visual Auditory Linguistic Spatial Gestural

Technological Affordances of VoiceThread Various levels of access: Able to watch but not comment See and comment Co-editors Possibility to keep the thread private, public or by invitation Video doodling: allows the user to write or annotate on a video Comment: Voice (with a microphone or a telephone) T ext Video Upload pictures, documents, a PowerPoint presentation or a film.

Visual Auditory Linguistic Spatial Gestural

Technological Affordances of Wikis Various levels of access: Able to watch but not edit See and edit Possibility to keep the wiki: private public or by invitation Comment moderation: allows the author the opportunity to see comments before they are shown publicly Traces of all the changes are archived: Changes are identified by author and date

Project # 1: Tasks

Wiki

1. (a) Listen to a podcast that dealt with a particular topic. (b)Choose the three most important ideas and (c)Write three opinion-type questions to discuss with their partners via the VoiceThreads Podcasts:

2. Create a VoiceThread with at least three pictures (as visual support for each of the topics to be discussed)

3. Post the VoiceThread on their Wiki page

Project #2: Same Web 2.0 technologies, different tasks

Project # 3: Same tasks, different Web 2.0 technology

Web 2.0 application:

Visual Auditory Linguistic Spatial Gestural

CONCLUSION SELECT TOOLS THAT SUPPORT DEVELOPMENT OF POWERFUL NEW LITERACIES (THOUGHTFUL AND CRITICAL PARTICIPATION, AND COLLABORATION IN THE CREATION OF NEW UNDERSTANDINGS) Multiliteracies, multimodality & Web 2.0 technologies: Integrating Theory & Practice to Enhance Teaching and Learning a Foreign Language

References: Multiliteracies Borsheim, C., Merrit, K, & Reed, D. (2008). Beyond technology’s sake: Advancing Multiliteracies in the twenty-first century. The ClearingHouse: A Journal of Educational Strategies, Issues and Ideas, 82(2), Cole, D. R. & Pullen, D. L. (2010). Multiliteracies in motion: Current theory and practice. London: Routledge. Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social features. London: Routledge. Mills, K. (2010). The multiliteracies classroom. UK: Multilingual Matters. New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Education Review, 66,

References: VoiceThread Augustsson, G. (2010). Web 2.0 pedagogical support for reflexive and emotional social interaction among Swedish students. Internet and Higher Education, 13, Brunvand, S. & Byrd, S. (2011). Using VoiceThread to promote learning engagement and success for all students. Teaching Exceptional Children, 43(4), Chan, M. (2012). An exploratory study on the use of VoiceThread in a business policy course. Journal of Online Learning and Teaching, 8(3), Lee, S.-Y. (2012). Storytelling supported by technology: An alternative for EFL children with learning difficulties. The Turkish Online Journal of Educational Technology, 11(3), Sadux, M. (2013). Hear, there and everywhere? An investigation into the use of digital voice tools to enhance teaching and learning in languages in the UK higher education sector (pp. 4-26). York: The Higher Education Academy.

References: Wiki Bradley, L., Lindstrom, B. & Rystedt, H. (2010). Rationalities of collaboration for language learning in a wiki. ReCALL 22(2), 247–265. Leuf, B. & Cunningham, W. (2001). The wiki way: Quick collaboration on the web. Boston, MA: Addison-Wesley Longman Publishing Co. Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35–54. Rasmussen, I., Lund, A., & Smørdal, O. (2012). Visualisation of trajectories of participation in a wiki: A basis for feedback and assessment? Nordic Journal of Digital Literacy, 7, Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning. Australasian Journal of Educational Technology, 25(5),

Thank you for your attention! 謝謝大家 Dr. Sabrina Priego