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In this paper, the meanings and methods of multimodal literacy education occurring face-to-face, on the page, and on the screen are discussed, as the spaces where literacy activities take place. First...
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In this paper, the meanings and methods of multimodal literacy education occurring face-to-face, on the page, and on the screen are discussed, as the spaces where literacy activities take place. First, students were presented with the suggestion of writing literacy activity journals to provide introspection enabling them to look back on their own literacy activities. Second, focusing on affordances, kinds of reading activities in which students interact through reaction and appreciation processes were presented, with implementation of picture books containing multimodal text based on the page space. Finally, activities in which students create visual images on their own via taking pictures or drawing objects and expressing multimodal text with them were presented.
Writing activity journals, wherein children and teenagers make a record about their literacy activities, can be an important activity in that it would provide basic data enabling the students to reflect on their media literacy activities in comparison with the results of statistics on the average use of the media. In addition, picture book reading activities can be meaningful in that they enable students to enjoy experiencing the way the text and pictures stretched across the papers create relationships with each other and induce the reader's behavior. These activities need to be carried out with a focus on strategic questions and activities to derive reactions about and appreciation of the picture books from the students. On the other hand, the activities wherein the students produce visual images for their writing on their own can promote the creation of content for the associated writing, and would be helpful in the students' transporting of their thoughts and emotions to better express multimodal texts by way of including pictures and drawings, the contents and expressions they created by themselves, inside of their writing. However, it should be noted that improvement in students' writing ability can only be achieved with the teacher's oral response on top of the visualization strategy.
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Abstract
Ű¿öµå
º¹ÇÕ¾ç½Ä ¹®½Ä¼º
, º¹ÇÕ¾ç½Ä ÅØ½ºÆ®
, ¸Åü
, ´ë¸é
, Áö¸é
, ȸé
, ¹®½Ä Ȱµ¿
, Àбâ
, ¾²±â
, ¹ÝÀÀ
, °¨»ó
, ±×¸²Ã¥
, ½Ã°¢Àû À̹ÌÁö
, ±³»çÀÇ ±¸µÎ ¹ÝÀÀ
, multimodal literacy
, multimodal text
, media
, face-to-face
, page
, screen
, literacy practices
, reading
, writing
, response
, appreciation
, picturebook
, visual image
, teacher's oral response