440
Views
2
CrossRef citations to date
0
Altmetric
Research Article

A multiliteracies approach to online reading to learn: a case study

Pages 119-138 | Received 13 Feb 2018, Accepted 24 Mar 2020, Published online: 29 Sep 2020

References

  • Anderson, K. T. (2013). Contrasting systemic functional linguistic and situated literacies approaches to multimodality in literacy and writing studies. Written Communication, 30(3), 276–299. https://doi.org/10.1177/0741088313488073
  • Baron, N. (2015). Words onscreen. The fate of reading in a digital world. Oxford University Press.
  • Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication. A social semiotic frame. Routledge.
  • Brozzo, W., Moorman, G., Meyer, C., & Stewart, T. (2013). Content area reading and disciplinary reading. A case for the radical center. Journal of Adolescent & Adult Literacy, 56(5), 353–357. https://doi.org/10.1002/JAAL.153
  • Byrne, J., Kardefelt-Winther, D., Livingstone, S., & Stoilova, M. (2016). Global Kids Online research synthesis, 2015–2016. UNICEF Office of Research – Innocenti and London School of Economics and Political Science. www.globalkidsonline.net/synthesis
  • Cervetti, G., Pardales, M. J., & Damico, J. S. (2001). A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy. Reading Online, 4(9). http://www.readingonline.org/articles/art_index.asp?HREF=/articles/cervetti/index.html
  • Coiro, J. (2011). Predicting reading comprehension on the internet: Contributions of offline comprehension skills, online reading skills, and prior knowledge. Journal of Literacy Research, 43(4), 352–392. https://doi.org/10.1177/1086296X11421979
  • Coiro, J. (2015). Purposeful, critical, and flexible: Key dimensions of online reading and learning. In R. J. Spiro, M. DeSchryver, M. S. Hagerman, P. M. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 53–64). Routledge.
  • Cope, B., & Kalantzis, M. (2009). New literacies, new learning. Pedagogies, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
  • Courtney, W. (2012). What Is TED-Ed’s role in today’s classroom? District Administration, 48(8). Retrieved June, 29th, 2017, from https://www.districtadministration.com/article/what-ted-ed%E2%80%99s-role-today%E2%80%99s-classroom
  • Danby, S., & Davidson, C. (2019). Webs of relationships. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & Í. S. P. Pereira (Eds.), The Routledge handbook of digital literacies in early childhood (pp. 402–415). Routledge.
  • Dewey, J. (1916). Democracy and education. MacMillan Publishing Inc.
  • Dewey, J. (1938). Experience and education. Collier Books.
  • Gee, J. P. (1996). Social linguistics and literacies. Ideology in discourse (2nd ed.). London.
  • Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
  • Group, N. L. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
  • Halliday, M. A. K. (1994). An introduction to functional grammar. Falmer.
  • Irwin, J. W. (2007). Teaching reading comprehension processes (3rd Ed. ed.). Allyn and Bacon.
  • Jewitt, C. (2005). Multimodal “Reading” & “Writing” on Screen. Discourse: Studies in the Cultural Politics of Education, 26(3), 315–332. https://doi.org/10.1080/01596300500200011
  • Jewitt, C. (2008). Multimodality & Literacy in School Classrooms. Review of Research in Education, 32(1), 241–267. https://doi.org/10.3102/0091732X07310586
  • Jimura, K., Cazalis, F., Stover, E., & Poldrack, R. (2014). The neural basis of task switching changes with skill acquisition. Frontiers in Human Neuroscience, 8, article 339, 1–9. https://:doi.org/10.3389/fnhum.2014.00339
  • Kalantzis, M., & Cope, B. (2012). New learning. Elements of a science of education (Second edition ed.). Cambridge University Press.
  • Kervin, L., Mantei, J., & Leu, D. (2018). Repositioning online reading to a central location in the language arts. In D. Lapp & D. Fischer (Eds.), Handbook of research on Teaching the English Language Arts (4th ed., pp. 327–358). Routledge.
  • Klingberg, T. (2009). The overflowing brain: Information overload and the limits of working memory. Oxford University Press.
  • Kress, G. (2010). Multimodality. A social semiotic approach to CONTEMPORARY COMMUNICATION. Routledge.
  • Kress, G. (2015). Semiotic work: Applied linguistics & a social semiotic account of multimodality. AILA Review, 28, 49–71. https://doi.org/10.1075/aila.28.03kre
  • Kress, G., & van Leeuwen, T. (2006). Reading images. The grammar of visual design (Second edition ed.). Routledge.
  • Kroustallaki, D., Kokkinaki, T., Sideridis, G. F., & Simos, P. (2015). Exploring students’ affect and achievement goals in the context of an intervention to improve web searching skills. Computers in Human Behavior, 49, 156–170. https://doi.org/10.1016/j.chb.2015.02.060
  • Leander, K. M., & Boldt, G. (2018). Design, desire, and difference. Theory into Practice, 57(1), 29–37. https://doi.org/10.1080/00405841.2017.1390331
  • Lemke, J. L. (2002). Travels in hypermodality. Visual Communication, 1(3), 299–325. https://doi.org/10.1177/147035720200100303
  • Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D. E. Alvermann, N. Unrau, & R. B. Rudell (Eds.), Theoretical Models and Processes of Reading (6th ed., pp. 1150–1181). International Reading Association.
  • Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 37–59. https://doi.org/10.1002/rrq.85
  • Leu, D. J., & Maykel, C. (2016). Thinking in new ways and in new times about reading. Literacy Research and Instruction, 55(2), 122–127. https://doi.org/10.1080/19388071.2016.1135388
  • Leu, D. J., McVerry, J., Kiili, K., Zawiilinsky, L., & Everett-Cacopardo, H. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55(1), 5–14. https://doi.org/10.1598/JAAL.55.1.1
  • Leu, D. J., Zawilinski, L., Forzani, E., & Timbrell, N. (2014). Best practices in new literacies and the new literacies of online research and comprehension. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (5th ed., pp. 643–364). New York: Guilford Press.
  • Lewis, C., & Tierney, J. D. (2011). Mobilizing emotion in an Urban English Classroom. Changing English: Studies in Culture and Education, 18(3), 319–329. https://doi.org/10.1080/1358684X.2011.602840
  • Lim, F. V. (2018). Developing a systemic functional approach to teach multimodal literacy. Functional Linguistics, 5(13), 1–17. https://doi.org/10.1186/s40554-018-0066-8
  • Low, D. E., & Pandya, J. Z. (2019). Issues of validity, subjectivity, and reflexivity in multimodal literacy research and analysis. Journal of Language & Literacy Education, 15(1), 1–22.
  • Luke, A., O’Brien, J., & Comber, B. (2001). Making community texts objects of study. In H. Fehring & P. Green (Eds.), Critical Literacy: A Collection of Articles from the Australian Literacy Educators’ Association (pp. 112–123). IRA.
  • Martin, J. R., & Rose, D. (2005). Genre relations. Mapping culture. Equinox.
  • Mills, K. A. (2010). A review of the digital turn in the New Literacy Studies. Review of Educational Research, 80(2), 246–271. https://doi.org/10.3102/0034654310364401
  • Mills, K. A. (2016). Literacy theories for the digital age. Social, critical, multimodal, spatial, material and sensorial lenses. Multilingual Matters.
  • New London Group. (2000). A pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), Multiliteracies (pp. 19–37). Routledge.
  • Pereira, Í. S. P., & González Riaño, X. A. (2018). Elementary student’s perspectives on a curriculum for literacy education. Research Papers in Education, 33(1), 89–112. https://doi.org/10.1080/02671522.2016.1270999
  • Rowsell, J., Kress, G., Pahl, K., & Street, B. (2013). The Social Practice of Multimodal Reading: A New Literacy Studies–Multimodal Perspective on Reading. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddel (Eds.), Theoretical Models and Processes of Reading (6th ed., pp. 1182–1207). International Reading Association.
  • Serafini, F. (2014). Reading the Visual. An Introduction to Teaching Multimodal Literacy. Teachers College Press.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4–14. https://doi.org/10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of a new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Smith, A., Stornaiuolo, A., & Phillip, N. C. (2018). Multiplicities in motion: A turn into Transliteracies. Theory into Practice, 57(1), 20–28. https://doi.org/10.1080/00405841.2017.1390334
  • Stake, R. (2000). Case Studies. In N. Denzin & Y. Lincoln (Eds.), Handbook on qualitative Studies (Second ed., pp. 435–454). Sage Publications Inc.
  • UNICEF. (2019). Growing up in a connected world.
  • Vygotsky, L. (1979). El desarrollo de los procesos psicológicos superiores. Crítica.
  • Vygotsky, L. (1986). Thought and language. MIT Press.
  • Walsh, M. (2006). The 'textual shift': Examining the reading process with print, visual and multimodal texts. Australian Journal of Language & Literacy, 291(1), 24–37.
  • Walsh, M. (2008). Worlds have collided and modes have merged: Classroom evidence of changed literacy practices. Literacy, 42(2), 101–108. https://doi.org/10.1111/j.1741-4369.2008.00495.x
  • Wolf, M. (2016). Tales of literacy for the 21st century. Oxford University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.