在线阅读学习的多元读写方法:个案研究

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Íris Susana Pires Pereira
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引用次数: 2

摘要

摘要本文旨在探讨在线探究性阅读的多元阅读方法。在介绍了这一理论的关键原理之后,我将注意力集中在一个以其学习目标而闻名的在线平台上——TED-Ed——作为研究这种方法的实用性的实证基础。我们研究了该平台上的一节原始课程,发现它只部分符合所讨论的教学法。这一分析表明,虽然多模态、超链接和有目的的在线阅读显然是作为一种定位和变革的体验发生的,然而,在理论的制定中存在重大限制,特别是,旨在支撑学生学习的意义生成路径的偏袒,用于生成意义的符号学资源的绝对不可见性以及对意义生成采取不批判的态度。最后,讨论了从这一分析中得出的最重要的见解,涉及这些平台在实践和研究方面的潜力,以及从业者需要发展他们对在线阅读学习的理解,以便充分实施支撑多元读写方法的理论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A multiliteracies approach to online reading to learn: a case study
ABSTRACT This paper aims to contribute to the discussion of a multiliteracies approach to online inquiry reading. After presenting the key principles of this theory, I focus attention on an online platform acknowledged for its learning aims – TED-Ed – as an empirical basis for researching the practicability of such an approach. An original lesson available on the platform was studied, revealing that it only partially complies with the pedagogy in question. This analysis showed that while multimodal, hyperlinked and purposeful online reading was clearly taking place as a situated and transformative experience, there were, nevertheless, significant restrictions in the enactment of the theory, specifically, the partiality of the meaning-making paths designed to scaffold students’ learning, the absolute invisibility of semiotic resources used for making meaning and the adoption of an uncritical attitude toward meaning making. Finally, discussion is made of the most significant insights to be drawn from this analysis, concerning the potentials of such platforms for practice and research and the need for practitioners to develop their understanding of online reading to learn in order to fully enact the theory underpinning the multiliteracies approach.
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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