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What is Multiliteracy

Chapter 16
The Digital Folklore of Cyberculture and Digital Humanities
Is the ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication.
Published in Chapter:
Cultural Heritage Redesigned Through Digital Storytelling
Tharrenos Bratitsis (University of Western Macedonia, Greece)
Copyright: © 2022 |Pages: 16
DOI: 10.4018/978-1-6684-4461-0.ch016
Abstract
In this chapter, digital storytelling is examined as means of cultural heritage preservation by focusing on personal attachment to stories themselves. In the contemporary digital society, stories are being told and they are being told differently. Thus, digital storytelling is becoming a significant part of social life and seems to be imposing a trend in humanitarian issues. This chapter attempts to examine the issue through a brief literature review on the connection of digital storytelling and cultural heritage. Examples of small-scale studies conducted within academic theses (mainly postgraduate) or funded projects are utilized in order to record the telling or retelling cultural stories, whether in everyday life or in more formal contexts, such as museum visits. Overall, the aim of the chapter is to reach an understanding of how short stories can redefine the way we perceive cultural elements, following the current societal trends for speed and increased interaction.
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Chapter 19
Enhancing Autonomy, Active Inquiry and Meaning Negotiation in Preschool Concept Mapping
this term is used to group the following representational languages: voice, drawing and emergent writing
Published in Chapter: Enhancing Autonomy, Active Inquiry and Meaning Negotiation in Preschool Concept Mapping; From: Handbook of Research on Collaborative Learning Using Concept Mapping
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Chapter 5
New Media Literacy and the Digital Divide
Multiliteracy is the ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication. Beyond a linguistic notion of literacy, multiliteracy involves an awareness of the social, economic and wider cultural factors that frame communication.
Published in Chapter: New Media Literacy and the Digital Divide; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 7
Utilizing Digital Storytelling Tools and Thinking Routines for Cultivating Multiliteracies in Contemporary Classrooms
Is the ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication.
Published in Chapter: Utilizing Digital Storytelling Tools and Thinking Routines for Cultivating Multiliteracies in Contemporary Classrooms; From: Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development
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Chapter 8
Crafting Stories of Voice and Influence: Children's Cognitive and Emotional Engagement in Listening and Telling Stories
The ability to identify, interpret, create, and communicate meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication.
Published in Chapter: Crafting Stories of Voice and Influence: Children's Cognitive and Emotional Engagement in Listening and Telling Stories; From: Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development
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Chapter 34
Twitter in Foreign Language Classes: Initiating Learners into Contemporary Language Variation
In our technologically saturated society, being literate does not only imply being able to read and write, but also having knowledge of how to interact in a variety of electronic media. In other words technology users must rapidly identify the discursive and interactional norms (including audio, spatial and gestural representations) in a particular medium in order to communicate with other users in an appropriate and expected manner.
Published in Chapter: Twitter in Foreign Language Classes: Initiating Learners into Contemporary Language Variation; From: Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
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Chapter 8
Web 2.0 Technologies and Foreign Language Teaching
In our technologically saturated society, being literate does not only imply being able to read and write, but also having knowledge of how to interact in a variety of electronic media. In other words technology users must rapidly identify the discursive and interactional norms in a particular medium in order to communicate with other users in an appropriate and expected manner.
Published in Chapter: Web 2.0 Technologies and Foreign Language Teaching; From: Encyclopedia of E-Leadership, Counseling and Training
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Chapter 3
Mind Your Hashtags: A Sociopragmatic Study of Student Interpretations of French Native Speakers' Tweets
In our technologically-saturated society, being literate does not only imply being able to read and write, but also knowing how to interact in a variety of electronic media. In other words technology users must rapidly identify the discursive and interactional norms in a particular medium in order to communicate with other users in an appropriate and expected manner.
Published in Chapter: Mind Your Hashtags: A Sociopragmatic Study of Student Interpretations of French Native Speakers' Tweets; From: Handbook of Research on Foreign Language Education in the Digital Age
Full Text Chapter Download: US $37.50 Add to Cart
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