转化式学习
读写能力
教育学
授权
社会学
多模态
外展
心理学
计算机科学
政治学
万维网
法学
作者
Leslie Haas,Jill T. Tussey
出处
期刊:STEM Journal
[Society for Teaching English through Media]
日期:2023-11-30
卷期号:24 (4): 28-40
标识
DOI:10.16875/stem.2023.24.4.28
摘要
This article critically examines the intricate relationship between literacy and multimedia, focusing on multimodal literacies within the framework of educational equity. It navigates intersections among literacy, social-emotional learning, and educational equity, expanding from the analysis of fanfiction as mentor texts to the transformative empowerment of communities through technology integration. Connections between literacy engagement and cultural practices are explored through the lens of enhancing opportunities for English language learning. By tracing the historical roots of fanfiction and scrutinizing its contemporary manifestations in popular culture, this article explores the potential of multimodal literacies. These concepts cultivate literacy skills and foster creativity, empathy, and inclusivity—especially crucial for diverse learners, including those embarking on the journey of English language acquisition. Serving as a comprehensive resource, the article provides nuanced insights into the multifaceted ways in which multimodal literacies can effectively bridge the engagement gap. It offers practical applications, outlining a path towards a more equitable and enriching educational landscape in the digital age, with a specific focus on promoting linguistic proficiency among English language learners. The article stands as a valuable guide for educators, researchers, and practitioners, offering concrete strategies for leveraging multimodal literacies to create inclusive and empowering learning environments.
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