Multimodal literacy practices : a case study of digital storytelling in EFL seventh grade classrooms
2017
Tesis
en
Profesor/a Guía
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Resumen
Con la implementación de la tecnología y herramientas Tics dentro del aula, los profesores han
sido desafiados a enfocar el alfabetismo desde una perspectiva multimodal, la cual va más allá de
la enseñanza del alfabetismo basado en materiales impresos. Este estudio de casos cualitativo
está orientado a analizar los resultados de aprendizaje del uso de narrativas digitales, como una
práctica de alfabetismo multimodal, aplicada por profesoras de inglés de séptimo básico en un
colegio privado ubicado en Viña del Mar, Chile. Considerando el propósito de este estudio,
observaciones de clases, entrevistas y grupos focales fueron aplicados para obtener información
para ser analizada. Resultados de este estudio muestran resultados de aprendizaje positivos
cuando el alfabetismo multimodal es integrado en clases de inglés. El alfabetismo multimodal
permite entregar a los estudiantes auténticas oportunidades de aprendizaje del idioma, y además,
a enfrentar la variedad de estilos de aprendizaje cuando materiales multimodales son
implementados en la sala de clases de inglés. Además, las narrativas digitales contribuyen al
desarrollo de habilidades lingüísticas, combinando diferentes modos de comunicación para
transmitir un mensaje, y a la producción de auténticas historias digitales. Se sugieren futuros
estudios relacionados con métodos de evaluación que den cuenta de las prácticas de alfabetismo
multimodal, como por ejemplo la composición de historias narrativas digitales.
With the advent of technology and ICT tools into classroom boundaries, educators are challenged to approach literacy from a multimodal perspective that goes beyond traditional literacy attached to print-based materials. This qualitative case study is aimed at analyzing the learning outcomes of implementing digital storytelling, as a multimodal literacy practice used by EFL teachers in seventh grade language classrooms, in a local private school, located in Viña del Mar, Chile. For this purpose, classroom observation, interviews to teachers, and focus groups were conducted to obtain data to be analyzed. Findings from this study showed positive learning outcomes when multimodal literacy is drawn into language classrooms. Multimodal literacy provides authentic language learning opportunities for EFL students, and learning styles are better addressed when implementing multimodal materials in EFL classrooms. Also, digital storytelling contributes to developing students’ abilities to listen, read, write and speak multimodally, by combining different modes of communication to convey meaning as second language learners and producers of authentic digital stories. Further research, however, is suggested for considering evaluation methods which account for multimodal literacy practices, such as digital storytelling composition.
With the advent of technology and ICT tools into classroom boundaries, educators are challenged to approach literacy from a multimodal perspective that goes beyond traditional literacy attached to print-based materials. This qualitative case study is aimed at analyzing the learning outcomes of implementing digital storytelling, as a multimodal literacy practice used by EFL teachers in seventh grade language classrooms, in a local private school, located in Viña del Mar, Chile. For this purpose, classroom observation, interviews to teachers, and focus groups were conducted to obtain data to be analyzed. Findings from this study showed positive learning outcomes when multimodal literacy is drawn into language classrooms. Multimodal literacy provides authentic language learning opportunities for EFL students, and learning styles are better addressed when implementing multimodal materials in EFL classrooms. Also, digital storytelling contributes to developing students’ abilities to listen, read, write and speak multimodally, by combining different modes of communication to convey meaning as second language learners and producers of authentic digital stories. Further research, however, is suggested for considering evaluation methods which account for multimodal literacy practices, such as digital storytelling composition.
Editor
Universidad Andrés Bello