Literacy in Geography: Learning beyond the Language
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| Autores: | , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2017 |
| Descripción: | During their schooling, students must go through multiple literacy processes due to the fact that each discipline has special ways to build and communicate knowledge (New London Group, 2000). However, this becomes more difficult, as the meaning and form of terms used in this education may vary with each teacher, depending on the discipline they teach (Unsworth, 2001). From this perspective, the objective of this study (Fondecyt 1130684 Project) is to identify the means and semiotic modes within the teaching of Geography classes, and to recognize their potential through epistemic tools of visual grammar. This work is based on two case studies and the corpus is constituted by the audiovisual records, which allowed the creation of a multimodal inventory of means and ways to communicate (Kress, 2010), that were used by two teachers when teaching geography at primary and secondary level in public schools in Chile. The results show that teachers instruct literacy through various means and modes, which are mostly visual, some of them more complex to understand because of density and number of symbols needed to understand them. From this, it can be seen that within Geography the meanings must be learned and mediated in a multimodal way. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/17953 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/17953 |
| Palabra clave: | Multiple literacies semiotic potential multimodal teaching of geography Alfabetizaciones múltiples potencial semiótico multimodalidad enseñanza de la geografía. |