Abstract
The canonical concept of literacy understood as the ability to read and write with a predominance of the verbal mode marked a milestone in human development. However, now this concept has been expanded in order to allow a better representation of the radically different context we are facing, particularly due to technological advances. The concept of multiliteracies helps in that it postulates a literacy that is constructed from different modes and a more ecological view of pedagogy and learning. Using Cope and Kalantzis (2024) concept of pedagogical repertoires we analyze pedagogical practices in Chilean schools and observe the link to multimodality, epistemology and how they connect to socio-emotional, affective, embodied and cognitive pedagogical practices. The method include the observation of three schools in Chile, specifically Spanish classrooms in grades 6th, 7th and 8th along with interviews. The data indicate that there is little reflection on multiliteracies and specifically on the diversity of modalities, which, according to teachers, is due to the fact that this content is not explicitly addressed in the initial training and that the forms of evaluation and learning resources at the national level focus on a predominance of the standardized and the verbal mode. This relates to the pedagogical practices observed in the classroom, in which the focus is predominantly on conceptualization and to a lesser extent on critical analysis with few opportunities for learning in situated and applied aspects. Suggestions that contribute to the support of multimodal teaching and learning are reviewed.
Presenters
Patricia Andrea Thibaut PaezAssociate Professor, Instituto de Historia y Ciencias Sociales, Universidad Austral de Chile, Los Ríos, Chile Andrea Lizasoain
Assistant Professor, Instituto de Lingüística y Literatura, Universidad Austral de Chile, Los Ríos, Chile
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Multimodal Literacies, Pedagogy of Multiliteracies, Teaching and Learning
