Constructing the Pedagogy of Multiliteracies. the Role of Focalisation in the Development of Critical Analysis of Multimodal Narratives

Autor/inn/en	Pires Pereira, Iris Susana; Campos, Ângela
Titel	Constructing the Pedagogy of Multiliteracies. the Role of Focalisation in the Development of Critical Analysis of Multimodal Narratives
Quelle	In: Language and Education, 37 (2023) 1, S.105-122 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pires Pereira, Iris Susana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1973490
Schlagwörter	Teaching Methods; Multiple Literacies; Case Studies; Refugees; Learning Management Systems; Grammar; Animation; Empathy; Ideology; Learning Processes; Faculty Development; Semiotics; Video Technology; Diversity + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Flüchtling; Grammatik; Empathie; Ideologie; Learning process; Lernprozess; Semiotik
Abstract	This paper aims to contribute to the construction of multiliteracies pedagogy. We argue that the analysis of focalisation is an essential dimension in multiliteracies pedagogy aimed at promoting the development of critical analysis of multimodal narratives. Our point is sustained by a case study of focalisation in an animated narrative comprising a hybrid multimodal text offered for students learning about refugees in a public digital platform. We performed a critical analysis of the visual narrative supported by a grammar of focalisation in animated images and a framework for critical analysis of multimodal discourse. The analysis shows that viewers (and characters) are differently positioned throughout the text as uninvolved observers of the represented characters as 'others'; as emphatic witnesses of the others' suffering; and as committed social actors who see the refugees as 'one of us'. We interpret these findings as conveying different ideological meanings associated with assimilatory or liberating ideologies. We discuss the major implications of our findings concerning the role of focalisation in the enactment of critical analysis of multimodal texts, the interdependence of critical analysis vis-à-vis the other learning processes as well as the need for teachers' professional development as a pre-requisite to construct the pedagogy of multiliteracies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01