Detailed Information on Publication Record
2024
Multimodal Approach as Scaffolding for Literary Analytical Skills
HOCHMANOVÁ, Dita and Jana ZERZOVÁBasic information
Original name
Multimodal Approach as Scaffolding for Literary Analytical Skills
Authors
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.