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Multimodal Approach as Scaffolding for Literary Analytical Skills

HOCHMANOVÁ, Dita and Jana ZERZOVÁ

Basic information

Original name

Multimodal Approach as Scaffolding for Literary Analytical Skills

Edition

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

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

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

Country of publisher

Slovakia

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Faculty of Education

Keywords (in Czech)

multimodální přístup; literární analýza; lešení

Keywords in English

multimodal approach; literary analysis; scaffolding

Tags

International impact, Reviewed
Změněno: 8/11/2024 08:08, Mgr. Jana Zerzová, M.A., Ph.D.

Abstract

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.