Meeting the Challenges of Designing Multimodal Texts to Promote Multiliteracies Pedagogy
This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we anal...
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| 出版年: | URI:https://journals.openedition.org/cs, |
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| 主要な著者: | , , |
| フォーマット: | Article ou chapitre numérique |
| 言語: | Anglais |
| 出版事項: |
Comunicação e sociedade
2023
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| 主題: | |
| オンライン･アクセス: | Accès Université d'Orléans et IFPM |
| 要約: | This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we analyse an interactive children’s story app, named Mobeybou in Brazil. The research question addressed was: what can we learn about the design of multimodal texts aimed at promoting intercultural learning from the design of this story app? The app incorporates tangible and digital storytelling materials to promote intercultural skills among young children, focusing specifically on Brazil. Mobeybou in Brazil was studied to characterize the design of its multimodal representations of meaning, using categories from the grammar of storytelling and multimodal meaning-making, particularly those concerned with representing the experiential diversity and personal positioning of the app users. The findings provide evidence of the complexity involved in designing multimodal texts to meet the challenges of promoting multiliteracies pedagogy, highlighting the urgent need to narrow the interface between research undertaken in education, semiotics, and digital media design. The article concludes by identifying the study’s limitations and some future developments. |
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