Multiliceraties Framework
The main multiliteracies framework premises are related with the actual globalized world and how this technological changed affects study and people lives, principally teachers and researchers.
The other key aspect we have to address according with multiliteracies framework is about meaning construction through design, and how it is seen because it implies “composition as a social process and accounted for popular culture as a source of Available Designs” (Chandler & Mahar, 2003, p.560).
Click on
Click on
Available Designs are another key aspect proposed for The New London group in the literacies framework, they can be seen as a resource in the meaning construction through design process and in compositions with the porpoise of create redesign texts. Therefore, multiliteracies framework is also related with how to implement this ideas inside and outside the classroom.
Available Designs are another key aspect proposed for The New London group in the literacies framework, they can be seen as a resource in the meaning construction through design process and in compositions with the porpoise of create redesign texts. Therefore, multiliteracies framework is also related with how to implement this ideas inside and outside the classroom.
Besides, there is another key aspects that can be include in this framework as “ (a) ‘the multiplicity of communications channels and media’ and (b) ‘the increasing salience of cultural and linguistic diversity’” ( Chandler & Mahar, 2003, p.559) which involves multimedia technologies.
Hybridity is another concept we can find in fanfictions, there are some different combinations of genres in them which goes from science fiction to fantasy in the same story. This concept also implies how the chapters sequence is made, as an aspect that we have to include talking about fanfictions as an example of hybridity. Another characteristic we can see as an example of hybridity is that fanfictions challenge the prevailing cultural model, which can be consider an element of a discourse and even an element shared by a particular discourse community.
Multimodality is understood as some different elements we can find in all kinds of texts even in fanfictions, related with design that can be classified in levels. There are multiple modes in fanfictions, because they combines pen drawings and writing, it means we can see fanfictions as an example of multimodality because they also include in their elaboration process to be in contact with Japanese manga, cartoons on network television, videotapes, and fan- constructed websites.
Fanfictions are also an important tool when we talk about create meaning if we are going to base on different characters such Japanese, that are different from English in the story elaboration process.
Click on
Intertextuality is understood as a way to connect different kinds of texts tacking into account a relationship between them and how it works.
Of course fanfictions are an example of intertextuality considering that there is a connection between characters actions or script that have been made for the fan-writer, with the original characters story. The characters also can be put in a story making a “cross over” another manner to place them in a story
The texts we can define as privileged by students but usually margined by teachers are fanfictions in spite of in some cases they represents different abilities such writing and reading in students and their talents. This type of compositions can means a way to know the students and another type of literacy practices, with a design element that makes them be part of a particular discourse community.
Another point of view we can discuss about fanfictions is the reason because they can’t be include in the classroom, and why it means a waste of opportunities for literacy learning.
Fanfictions could be include with literacy practices in the classroom because they have an influence in the students metacognitive process and they are “in the range of texts teachers consider for diagnostic purposes in order to get a sense of what individuals can do as readers and writers, as well as what they value” (Chandler & Mahar, 2003, p.564)
References Chandler-Olcott, K., & Mahar, D. (2003). Adolescents' anime-Inspired "Fanfictions": An Exploration of Multiliteracies. Journal of Adolescent & Adult Literacy, 46(7), 556-566. Retrieved April 2, 2020, from www.jstor.org/stable/40015457
Framework multiliteracies
Felipe Moya Sierra
Created on October 5, 2021
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Visual Presentation
View
Terrazzo Presentation
View
Colorful Presentation
View
Modular Structure Presentation
View
Chromatic Presentation
View
City Presentation
View
News Presentation
Explore all templates
Transcript
Multiliceraties Framework
The main multiliteracies framework premises are related with the actual globalized world and how this technological changed affects study and people lives, principally teachers and researchers.
The other key aspect we have to address according with multiliteracies framework is about meaning construction through design, and how it is seen because it implies “composition as a social process and accounted for popular culture as a source of Available Designs” (Chandler & Mahar, 2003, p.560).
Click on
Click on
Available Designs are another key aspect proposed for The New London group in the literacies framework, they can be seen as a resource in the meaning construction through design process and in compositions with the porpoise of create redesign texts. Therefore, multiliteracies framework is also related with how to implement this ideas inside and outside the classroom.
Available Designs are another key aspect proposed for The New London group in the literacies framework, they can be seen as a resource in the meaning construction through design process and in compositions with the porpoise of create redesign texts. Therefore, multiliteracies framework is also related with how to implement this ideas inside and outside the classroom.
Besides, there is another key aspects that can be include in this framework as “ (a) ‘the multiplicity of communications channels and media’ and (b) ‘the increasing salience of cultural and linguistic diversity’” ( Chandler & Mahar, 2003, p.559) which involves multimedia technologies.
Hybridity is another concept we can find in fanfictions, there are some different combinations of genres in them which goes from science fiction to fantasy in the same story. This concept also implies how the chapters sequence is made, as an aspect that we have to include talking about fanfictions as an example of hybridity. Another characteristic we can see as an example of hybridity is that fanfictions challenge the prevailing cultural model, which can be consider an element of a discourse and even an element shared by a particular discourse community.
Multimodality is understood as some different elements we can find in all kinds of texts even in fanfictions, related with design that can be classified in levels. There are multiple modes in fanfictions, because they combines pen drawings and writing, it means we can see fanfictions as an example of multimodality because they also include in their elaboration process to be in contact with Japanese manga, cartoons on network television, videotapes, and fan- constructed websites. Fanfictions are also an important tool when we talk about create meaning if we are going to base on different characters such Japanese, that are different from English in the story elaboration process.
Click on
Intertextuality is understood as a way to connect different kinds of texts tacking into account a relationship between them and how it works.
Of course fanfictions are an example of intertextuality considering that there is a connection between characters actions or script that have been made for the fan-writer, with the original characters story. The characters also can be put in a story making a “cross over” another manner to place them in a story
The texts we can define as privileged by students but usually margined by teachers are fanfictions in spite of in some cases they represents different abilities such writing and reading in students and their talents. This type of compositions can means a way to know the students and another type of literacy practices, with a design element that makes them be part of a particular discourse community.
Another point of view we can discuss about fanfictions is the reason because they can’t be include in the classroom, and why it means a waste of opportunities for literacy learning.
Fanfictions could be include with literacy practices in the classroom because they have an influence in the students metacognitive process and they are “in the range of texts teachers consider for diagnostic purposes in order to get a sense of what individuals can do as readers and writers, as well as what they value” (Chandler & Mahar, 2003, p.564)
References Chandler-Olcott, K., & Mahar, D. (2003). Adolescents' anime-Inspired "Fanfictions": An Exploration of Multiliteracies. Journal of Adolescent & Adult Literacy, 46(7), 556-566. Retrieved April 2, 2020, from www.jstor.org/stable/40015457