Repensar la lectoescritura para nuevos tiempos: multimodad, multiliteracidades y nuevas alfabetizaciones

Rethinking literacy education in new times: Multimodality, multiliteracies, and new literacies

  • Jenniffer Rowsell Brock University
  • Maureen Walsh Universidad Católica de Australia
  • Harold Castañeda Universidad Distrital FJC

Resumen (es_ES)

Este artículo presenta una revisión teórica de los nuevos campos de la investigación, la pedagogía y las prácticas en la educación lectoescritural. En un mundo digital, dominado por los medios y globalizado, los educadores se enfrentan al reto de mediar las nociones de lo que significa ser alfabetizado (por ejemplo, leer y escribir textos impresos) con habilidades nuevas y emergentes y los intereses en la tecnología y los medios digitales. Enfocándonos en un estudio piloto en Oakville (Ontario, Canadá) y en un estudio longitudinal realizado en Sídney (Australia), pedimos a los lectores pensar sobre las literacidades desde una nueva perspectiva. Sin apoyo para repensar la literacidad, los educadores corren el riesgo de enseñar y aprender sobre el lenguaje y las habilidades de literacidad a partir de paradigmas y marcos asincrónicos. Como la investigación no ha establecido completamente el impacto de la comunicación multimodal, es esencial que los educadores aprendan a usar estos modos diferentes de comunicación para enseñar la literacidad.

Resumen (en_US)

The article presents a theoretical overview of new fields of research, pedagogy, and practice in literacy education. In a digital, media-driven, globalized world, educators are faced with the challenge of mediating traditional notions of what it means to be literate (e.g., read and writing print-based texts) with new and ever-emerging skills and interests in technology and digital media. Focusing on a pilot study in Oakville, ON and a longitudinal research study in Sydney, Australia, we compel readers to think about literacy in a new light. Without a push to redefine literacy, educators run the risk of teaching and learning language and literacy skills in anachronistic paradigms and frameworks. While research has not been able to fully establish the impact of multimodal communication, it is essential that educators learn to use these different modes of communication to teach literacy.

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Cómo citar
Rowsell, J., Walsh, M., & Castañeda, H. (2015). Repensar la lectoescritura para nuevos tiempos: multimodad, multiliteracidades y nuevas alfabetizaciones. Enunciación, 20(1), 141-150. https://doi.org/10.14483/udistrital.jour.enunc.2015.1.a10
Publicado: 2015-01-01