What social representations build Chilean university health students on multimedia and multimodal writing?
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Archivos
Fecha
2019
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidade do Vale do Rio dos Sinos
Nombre de Curso
Licencia CC
CC BY 3.0 CL Deed Atribución 3.0 Chile
Licencia CC
https://creativecommons.org/licenses/by/3.0/cl/deed.es
Resumen
Multimodal and multimedia writing is an incipient area of study, however, it is fundamental to move from the university world to the professional one, especially in the Digital Age. Traditionally, writing is taught from a logocentric view and less importance has been given to multimedia, which refers to a truly new way of thinking. Thus, this research describes the social representations of academic multimodal and multimedia writing that health career students have. The methodology was qualitative and two focus groups were carried out. The Gee Model (2001; 2005; 2008; 2011) was used for the analysis. Results showed that students represent writing as a process, but incipiently. Regarding to multimodality, there is a recognition of semiotic resources that provide meaning, while they consider technology to be positive, although they recognize a scarce handling of multimedia elements.
Notas
Indexación: Scopus
Palabras clave
Multimedial writing, Multimodal writing, Social representation
Citación
Calidoscopio Volume 17, Issue 3, Pages 528 - 553 2019