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By Caroline M. L. Ho, Kate T. Anderson, Alvin P. Leong

Technology-mediated conversation can't aid yet tell our literacies. This e-book is a reconceptualization of the position of language and pedagogy in what Kress (2003) has termed the hot media age. on the middle of the amount is the inspiration of 'transformation' - a transformation in discourse practices, that means making, expertise and, hence, literacy acquisition itself.The chapters examine language as located in a highly multimodal global. verbal exchange extends past the conventional geographical regions of discourse, from the collaborative efforts of wikis to the hybrid speech and textual content of on-line messaging. those new parts of meaning-making are first-class and intensely vital avenues to probe for lecturers attracted to utilized linguistics, language and literature, language acquisition and multimodality.

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Extra info for Transforming literacies and language : multimodality and literacy in the new media age

Sample text

My problem is how to make it fit my lesson . . I want to use a blog, at which point? Do I use it at the start to trigger off? Do I use it in the middle? Another big problem is time . . because we are juggling so many things . . I have certain ideas . . then because of time factor . . either I don’t have the time to source for it, or I have the material there but I don’t have the time to incorporate it, to plan . . because you can’t just take it wholesale, you need to . . gear it towards what you want to do.

Discussion In terms of helping Miss Lee to think about and design an ICT-incorporated language task, the TDMD worked as a tool to heighten her awareness of elements of classroom interactions and how these might be affected by the use of ICT. Having become more aware of these elements, Miss Lee realized that a number of task-implementation strategies were available to her. This enabled her to manipulate them purposefully in her task design decisions. Having arrived at a task that incorporated a generative use of ICT, the sliders of each scale rest toward the right-side of the TDMD where the classroom roles and responsibilities are more learner-centered and learner-controlled.

For example, the Design and Technology teacher worked with students on creating examples of wiki pages and Second Life landforms. During the Independent learning stage, the students work with their “new” skills, knowledge, and understandings to demonstrate and practice what was scaffolded in a new context. They work by themselves, with a partner, or in small groups. The new context may be within the same unit of work or may be part of another task or unit of work. For example, in the Geography unit, students moved in and out of this stage as they worked together to create their multimodal desert region report.

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