Digital Content, Literacy, and Learning
Digital content permeates our lives today. From the news articles we read online to digital storybooks children read on mobile devices such as iPad, most of the information we access today is digitized. Digital content is comprised of number of modes of c
- PDF / 805,821 Bytes
- 20 Pages / 439.37 x 666.142 pts Page_size
- 2 Downloads / 238 Views
Digital Content, Literacy, and Learning
Abstract Digital content permeates our lives today. From the news articles we read online to digital storybooks children read on mobile devices such as iPad, most of the information we access today is digitized. Digital content is comprised of number of modes of communication. For instance, if we read a newspaper article on the Internet, chances are, we will find a written article on a particular subject with a color photograph next to it, and additional video footage of the news being covered, all on a same page. There is a great need to understand how multimodal digital content can be integrated into different types of educational settings (Jewitt and Kress, Multimodal literacy, 2003; Kress, Literacy in the new media age, 2003). Also, how to teach multimodal literacy in the classroom environment is an important issue in education. This chapter will introduce how 3D can be used in the classroom and the new literacy practices that surround this fairly new mode of communication.
Different Modes of Communication and Learning Mode is referred to as any semiotic resource that carries meaning (Halliday and Hassan 1989). Halliday and Hassan (1989) point out that language use is always comprised of field, tenor, and mode. In short, field is the social context within which language is used, tenor is the register or style in which the message is conveyed, and mode is the form of representation. Mode, defined broadly, is a form of representations that are an “organized set of resources for meaning-making, including image, gaze, gesture, movement, music, speech and sound effect” (Jewitt and Kress 2003, p. 1). According to Jewitt and Kress (2003), the more a certain type of mode is used in a culture, the more it displays regularities, similar to how grammar possesses regularity. Kleifgen (2013) claims that contemporary scholarship on multimodality furthered our understanding of the role of different modes of communication play such as sound and images which enhance human communication. Despite such enhanced understanding and focus of the visual aspect on multimodal © The Author(s) 2016 M. Iinuma, Learning and Teaching with Technology in the Knowledge Society, SpringerBriefs in Education, DOI 10.1007/978-981-10-0144-4_4
43
44
4 Digital Content, Literacy, and Learning
communication with attention to the images with the emergence of new technology, Kleifgen (2013) argues that linguistic mode, spoken and written, remain central in human communicative practices. Just as there are new combinations and forms of communication using multimodality, there may also be appropriate styles of teaching and learning that are specific to different modes of communication. Also, there may be specific productive and receptive skills related to certain modes of communication. However, in human communicative practices traditional literacy skills such as reading and writing remain essential. With regard to using digital content in education, educators need to be increasingly aware of a possibility that learnin
Data Loading...
