Tahun Akademik:
Genap 2022/2023
Kelas-Offr:
A-A1
Deskripsi:
This course provides the students with working knowledge of teaching English that promotes multimodalliteracies to their elementary/junior/senior high school students, practical skills at selecting and using various multimodal instructional materials and strategies to promote students’ multimodal literacies in four aspects: Oral Communication, Reading, Writing, and Media Literacies, designing multimodal literacies assessment, developing and applyingmultimodal literacylesson plans. The course will expose the students to the impact of media and various technologies on ELTand there will be a special emphasis placed on developing understandings of what it means to be literate in a multimodal culture
Capaian Pembelajaran
Genap 2022/2023
Kelas-Offr:
A-A1
Deskripsi:
This course provides the students with working knowledge of teaching English that promotes multimodalliteracies to their elementary/junior/senior high school students, practical skills at selecting and using various multimodal instructional materials and strategies to promote students’ multimodal literacies in four aspects: Oral Communication, Reading, Writing, and Media Literacies, designing multimodal literacies assessment, developing and applyingmultimodal literacylesson plans. The course will expose the students to the impact of media and various technologies on ELTand there will be a special emphasis placed on developing understandings of what it means to be literate in a multimodal culture
Capaian Pembelajaran
- Have a general understanding of the concept of multimodal literacy.
- Have a general understanding of the theory of multimodal literacy pedagogy
- Critically analyse the current practice of teaching literacy practice in EFL context and present the findings in a classroom-level seminar.
- Develop a lesson plan which cover learning materials that engage students in using electronic, visual, and artistic media to gather and express new ideas and information;classroom activities that will promote multi modal literacy learning for students; and assessment tools that allow constructive feedback that will help students improve their multimodal literacy skills.
- Do a literacy teaching simulation in the classroom
- Evaluate the quality of the teaching simulation by giving constructive comments and feedback to fellow students in the classroom.
- Royce, T. D. (1998). Synergy on the page: Exploring intersemiotic complementarity in page based multimodal text. JASFL Occasional Papers, 1(1), 25- 49.
- Ni, L. W. (2011). Understanding interaction of visual and verbal grammar in comics using systemic functional linguistics (Doctoral dissertation).
- Kunzle, D. (1973). The Early Comic Strip: Narrative Strips and Picture Stories in the European Broadsheet from c. 1450 to 1825. Berkeley University of California Press.
- Jewitt, C. (2017). Different approaches to multimodality. In C. Jewitt (Ed.), The routledge handbook of multimodal analysis (pp. 28-39). London: Routledge.
- Kress, G. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London, New York: Bloomsbury.
- Kress, G. R., & Van Leeuwen, T. (1996, 2006). Reading images: The grammar of visual design. London: Routledge
- Cheong, Y.Y., ( 2004). The construal of ideational meaning in print advertisement. In K. L. O’Halloran (Ed.), Multimodal discourse analysis: systemic functional perspectives (pp. 163-195). London: Continuum International Publishing.
- Unsworth, L & Cleirigh, C. (2014). Multimodality and reading: the construction of meaning through image–text interaction. In C.
- Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading visual narratives. London: Equinox.