Multimodal Approach as Scaffolding for Literary Analytical Skills

HOCHMANOVÁ, Dita a Jana ZERZOVÁ. Multimodal Approach as Scaffolding for Literary Analytical Skills. In International Conference – Education in Motion: Disciplinary Literacy and Critical Thinking. Department of English Language and Culture, Faculty of Education, Constantine the Philosopher University in Nitra. 2024.

Základní údaje

Originální název

Multimodal Approach as Scaffolding for Literary Analytical Skills

Autoři

HOCHMANOVÁ, Dita a Jana ZERZOVÁ

Vydání

International Conference – Education in Motion: Disciplinary Literacy and Critical Thinking. Department of English Language and Culture, Faculty of Education, Constantine the Philosopher University in Nitra. 2024

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Slovensko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Education in Motion: Disciplinary Literacy and Critical Thinking

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

multimodální přístup; literární analýza; lešení

Klíčová slova anglicky

multimodal approach; literary analysis; scaffolding

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

As interpreting literary texts and communicating about culture and literature at the academic level is becoming an increasingly challenging discipline for many university students, more attention has been paid to new educational techniques which would enhance students´ ability to comprehend the complexities of literary texts and enable them to communicate about their meaning. The presentation offers a brief overview of the research conducted on a multimodal approach in working with literary texts in foreign language (FL) classrooms. It explores the needs of fifty-three pre-service teachers who were tasked to use multimodal techniques as a scaffolding for literary analysis. More specifically, the pre-service teachers created multimodal products in response to literary texts, documented their processes of transmediation between the modes, and wrote reflections on the possible application of the approach in their future teaching practice with lower-secondary-school pupils. The examination of the data highlighted the areas where multimodal techniques could facilitate critical engagement with literary texts, but it also revealed the obstacles which novice teachers might encounter when applying a multimodal approach in the classroom.