In this thesis, I will explore the dual language Cajun-French and English comic strip, Bec Doux et ses amis, in terms of its value within the literacy communities of southwest Louisiana. I will claim that the text subverts the established power dynamics which existed between the American English speakers, the unreconstructed Cajuns, and the bilingual Cajun French and English speaking communities through the use of text placement and trickster figures.

This qualitative study explored how teachers used graphic novels to encourage student engagement in learning. A case study approach was used to achieve my two research objectives: 1) to examine current research about graphic novels and pedagogical understandings relevant to the study of graphic novels as a pedagogical resource, and 2) to identify the pedagogical understandings of four secondary language arts teachers using graphic novels to encourage student engagement in learning. Action research framed the approach used to examine the collaborative practices of four teacher participants and myself as we learned about graphic novels. Interviews, focus groups, observations, and artifact analysis all contributed to highlighting the pedagogical understandings of the participants. The findings confirmed previous scholarship that graphic novels can be a beneficial pedagogical tool in ELA classrooms, further encouraging student engagement in learning and valuing students out of school interests. The findings also confirmed that teachers go through a unique, collaborative, and at times, individualized process of learning before teaching a new resource, but when preparing and sharing graphic novels with students preferred to frame the learning using before, during, and after comprehension strategies and activities to present their units. The findings also affirmed that resource selection and evaluation was highly influenced by the teachers prior-interests and understanding of curriculum. The study also produced some interesting findings that suggested the need for pre-service and in-service professional development opportunities around graphic novels so that teachers can be prepared to support and growing multimodal and multiliterate population. Furthermore, and unexpectedly, the participants each developed a passion for graphic novels where they previously had none and all continue to use graphic novels in their classrooms and read them for pleasure.

Denna studies syfte är att skapa ett analysverktyg, vilket lyfter fram kvalitativa aspekter som har betydelse vid värdering av val av filmer inom naturvetenskap för år 4–6. Många lärare använder sig av faktafilmer som ett komplement i deras undervisning, men de har inte verktygen för att värdera de otaliga faktafilmer som finns tillgängliga för lärare att välja mellan. Denna studie utgår från en multimodal teoribildning och ett multimodalt literacyperspektiv. För att analysera faktafilmer från sajten Sli.se har ett analysverktyg i form av en kodningsmanual och ett kodningsschema tagits fram utifrån tidigare forskning. Utifrån kodningsschemat har sedan sju faktafilmer från sajten Sli.se analyserat. Resultatet visar att de pedagogiska faktafilmerna uppfyller multimodala pedagogiska kvalitéer genom relation till kursplan, representation, interaktion och innehåll. Dessa multimodala pedagogiska kvalitéter gör att tittarna ökar sitt meningsskapande och därigenom ökas deras lärande.

A profusão de textos multimodais presentes na sociedade contemporânea demanda, da escola, um trabalho mais aprofundado no que diz respeito ao letramento multissemiótico. No caso dos adultos, muitas vezes provenientes de uma educação acidentada e com pouco contato com a cultura digital, o desenvolvimento do letramento multissemiótico configura-se não só como uma necessidade acadêmica, mas também profissional e social. Sendo assim, o objetivo geral desta tese foi verificar em que medida a criação de infográficos pode contribuir para o letramento multissemiótico de alunos jovens e adultos. O estudo desenvolvido entre os anos de 2010 e 2013, compoem-se de uma revisão teórica acerca de temas como: letramento e alfabetização, letramento multissemiótico, aprendizagem ao longo da vida, infográficos, pedagogia do letramento multissemiótico e atividades do tipo writing-to-learn; e de uma pesquisa realizada no âmbito do Programa Mulheres Mil. A análise dos infográficos criados evidenciou a presença de elementos indicativos de letramento multissemiótico, bem como da competência comunicativa das alunas. As atividades de resolução de problemas, realizadas antes e depois do curso, mostraram que houve um avanço no letramento das alunas, uma vez que elementos de design que não apareciam na atividade desenvolvida antes do curso puderam ser notados na atividade pós-curso. Também pode-se perceber uma correlação entre elementos utilizados no infográfico e presentes na atividade de resolução de problemas ocorrida após o curso. Com relação ao Prezi, a avaliação das alunas mostrou que esta é uma ferramenta de fácil compreensão e aprendizagem, podendo ser utilizada em ações de letramento junto a alunos com pouco conhecimento de informática. Complementar a estas análises, foi feita uma análise estatística dos questionários de autoavaliação, onde foram utilizados dois testes: o t de Student e o effect size. Os resultados do teste t de Student mostraram que houve uma diferença estatisticamente significante entre os resultados dos questionários aplicados antes e depois do curso. O teste de effect size mostrou que o maior impacto foi na dimensão das atividades ligadas à criação de textos multimodais, evidenciando que a criação de infográficos com o uso do Prezi ensejou o letramento multissemiótico das alunas. / The profusion of multimodal texts presents on the cotemporaneous society requests a more profound effort from schools regarding multimodal literacy. For adults, especially those that had a meager education with little access to the digital culture, the development of the multimodal literacy configure itself, not only as an academic necessity, but also as a professional and social need. Thus, the main purpose of this thesis is to investigate in which degree the creation of infographics can assist the multimodal literacy of youth and adults. The study carried between the years 2010 and 2013, was based in a theoretical revision about: literacy, multimodal literacy, lifelong learning, infographics, pedagogy of multimodal literacy and writing-to-learn activities; and also from a research held under the Mulheres Mil Program. The analysis of the infographics produced showed the presence of indicative elements of multimodal literacy, and also the communicative competence of the students. The activities involving the resolution of problems, performed before and after the course, indicated that there were some progress on the literacy of the students, since that the elements of design that didn’t exist in the activities before the course, were present after it. It could also be noticed a correlation between the elements used in the infographics and those present in the resolution of problems that occurred after the course. Regarding the Prezi, the assessment of the students exposed that this is a mechanism easy to understand and learn, and that it can also be used in literacy actions together with the students that possess little knowledge in computers. In addition to these studies, a statistical analysis of the auto evaluation survey was performed, and two tests were utilized: the Student's t and the effect size. The results of the Student's t tests revealed a significant statistically change among the results of the questionnaires applied before and after the course. The effect size test revealed that the deepest impact was at the dimension of those activities related to the development of multimodal texts, showing that the creation of infographics using Prezi resulted in the multimodal literacy of the students.

If not ignored completely, the body has been under theorized in literacy research. However, recent research in cultural studies, linguistics, philosophy, psychology, neuroscience, education, and the arts suggests that the body is implicated in thinking and knowing as well as doing. In this dissertation I examine high school technical theater. In this robustly embodied activity students build sets, rig lights, and paint backdrops in preparation for a theatrical production, as well as run sound and lighting and perform scene changes during the production. I use data from high school technical theater to explore the body in literacy, embodied learning, collaboration, composition processes, and experiential learning. I gathered data primarily during out of school work sessions over the multi-week production cycles of six plays produced at one high school over two school years. As an experienced theater technician, I used participant observation as the primary method of data collection, supplemented with semi-structured interviews with the technical director, artistic director, and four students. I collected data and analyzed data through iterative processes in which analysis began during data collection, emerging analyses influenced data collection, and constant comparisons to new data influenced emerging analyses. Observations of student work revealed that student theater technicians employed literacy skills including speaking, reading, writing, drawing, calculating, and interpreting the written text of plays as necessary elements of the normal course of technical theater work. Observations of teaching and learning showed that little explicit instruction was used but that mini-lessons, individual and collective problem solving, and multiple configurations of collaboration among more and less experienced technicians led to the development of critical thinking and physical skills, as well as proficiency in the creation of props through the evaluation and application of building techniques and materials. I used theories from art making and multimodal literacy to examine technical theater building projects as examples of composition. My findings show that the design of technical theater texts - e.g. props, scenery, lighting - emerges through a recursive process of creation and interpretation and is mediated by the technicians' knowledge of building techniques and materials. Situated learning and activity theory were used to analyze learning in the technical theater community. Results demonstrate that the structure of the community allows for learning through experience, apprenticeship, and collaboration as well as through the creation of texts that balance personal expression with collaborative enterprise.

This study uses qualitative research methodologies to explore the ways in which the Learning by Design framework facilitated the introduction of Multiliteracies and multimodal learning into the classrooms of three Queensland middle schooling teachers as they participated in a professional learning project during the second half of 2004. Recent Queensland education policy initiatives recognise the need for students to espand their 'lilterate' repertoires in this increasingly diverse cultural, linguistic, techno, and global-economic based society; an outcome that has drawn attention to the crucial role of professional learning in giving teachers the skills to produce curriculum and pedagogical designs in line with such a goal. While the documentation of conscious pedagogical choices in teachers' approaches to teaching and learning about Multiliteracies and subsequent classroom practice in Queensland has varied according to teachers' individual preferences and conte xts, this study aimed to investigate what differences occurred when teachers deployed the Learning by Design pedagogy to produce a deliberate articulation of the micro teaching and learning conditions necessary for multimodal learning. From the cross-case analysis and interpretation of the research data, five propositions have emerged: the relationahip between the depth and breadth of teacher expertise in multimodality and its effect on instruction/design, learner engagement and performance; the alignment of pedagogical choices to learning goals, pedagogical alignment to learner goals; pedagogical alignment to learner needs and dispositions; consideration of flexibility in preparation of learners in transition points during the middle years of schooling; and the importance of quality multi-supportive professional learning environments to produce reflective practitioners with genuine and purposeful new knowledge. In this research the effectivity of the Learning by Design pedagogical framework was found to be directly related to the extent of professional learning and expertise that teachers had developed in both multimodality and the theory and principles informing the Learning by Design framework itself. The teaching of multimodal literacy creates an enormous pedagogical challenge for teachers as well as students. The research raises important considerations, therefore, not only about pedagogy but about the importance of developing professional learning initiatives to euip teachers to achieve the policy goals set out in recent initiatives. The highlights the need for the development of an in-depth and wide-ranging approach to the issue of professional learning. It is clear from this research that the Learning by Design framework can be used to transform classroom practice. However, it is equally clear that there must be a greater emphasis on professional learning and more resources channelled into building the groundwork for these new teaching initiatives.

This dissertation presents findings from a six-month qualitative case study that carefully examined the use of a multimodal literacy approach (anchored in graphic novels) in a 3rd grade classroom made up of Spanish-speaking English language learners (ELLs). The multimodal teaching approach (anchored in graphic novels) served as a focusing lens in which to investigate the larger complexities of ELLs’ classroom membership and participation. The focus of the study was examining whether a multimodal literacy approach (anchored in graphic novels) can be used as an instructional tool to enhance ELLs’ perceptions of belonging and acceptance through enhanced participation. Multiple, multimodal opportunities were provided to ELLs to express their sense of belonging, sense of agency, and overall perceptions of acceptance. The findings indicate that multimodal literacy practices can increase ELLs’ peripherality in cognitively and socially complex tasks and that this enhanced peripherality can lead to successful participation and engagement in cognitively demanding and socially complex tasks. Additionally, findings suggest that ELLs’ successful participation and engagement in cognitively and socially demanding tasks, as a result of the use of multimodal literacy practices, leads to increased legitimacy and peripherality for these ELLs. The findings also provide insight into the best practices for implementing a multimodal literacy approach (anchored in graphic novels) into multilingual classrooms. / Graduate / 0279 / 0524 / bomphray@uvic.ca

A profusão de textos multimodais presentes na sociedade contemporânea demanda, da escola, um trabalho mais aprofundado no que diz respeito ao letramento multissemiótico. No caso dos adultos, muitas vezes provenientes de uma educação acidentada e com pouco contato com a cultura digital, o desenvolvimento do letramento multissemiótico configura-se não só como uma necessidade acadêmica, mas também profissional e social. Sendo assim, o objetivo geral desta tese foi verificar em que medida a criação de infográficos pode contribuir para o letramento multissemiótico de alunos jovens e adultos. O estudo desenvolvido entre os anos de 2010 e 2013, compoem-se de uma revisão teórica acerca de temas como: letramento e alfabetização, letramento multissemiótico, aprendizagem ao longo da vida, infográficos, pedagogia do letramento multissemiótico e atividades do tipo writing-to-learn; e de uma pesquisa realizada no âmbito do Programa Mulheres Mil. A análise dos infográficos criados evidenciou a presença de elementos indicativos de letramento multissemiótico, bem como da competência comunicativa das alunas. As atividades de resolução de problemas, realizadas antes e depois do curso, mostraram que houve um avanço no letramento das alunas, uma vez que elementos de design que não apareciam na atividade desenvolvida antes do curso puderam ser notados na atividade pós-curso. Também pode-se perceber uma correlação entre elementos utilizados no infográfico e presentes na atividade de resolução de problemas ocorrida após o curso. Com relação ao Prezi, a avaliação das alunas mostrou que esta é uma ferramenta de fácil compreensão e aprendizagem, podendo ser utilizada em ações de letramento junto a alunos com pouco conhecimento de informática. Complementar a estas análises, foi feita uma análise estatística dos questionários de autoavaliação, onde foram utilizados dois testes: o t de Student e o effect size. Os resultados do teste t de Student mostraram que houve uma diferença estatisticamente significante entre os resultados dos questionários aplicados antes e depois do curso. O teste de effect size mostrou que o maior impacto foi na dimensão das atividades ligadas à criação de textos multimodais, evidenciando que a criação de infográficos com o uso do Prezi ensejou o letramento multissemiótico das alunas. / The profusion of multimodal texts presents on the cotemporaneous society requests a more profound effort from schools regarding multimodal literacy. For adults, especially those that had a meager education with little access to the digital culture, the development of the multimodal literacy configure itself, not only as an academic necessity, but also as a professional and social need. Thus, the main purpose of this thesis is to investigate in which degree the creation of infographics can assist the multimodal literacy of youth and adults. The study carried between the years 2010 and 2013, was based in a theoretical revision about: literacy, multimodal literacy, lifelong learning, infographics, pedagogy of multimodal literacy and writing-to-learn activities; and also from a research held under the Mulheres Mil Program. The analysis of the infographics produced showed the presence of indicative elements of multimodal literacy, and also the communicative competence of the students. The activities involving the resolution of problems, performed before and after the course, indicated that there were some progress on the literacy of the students, since that the elements of design that didn’t exist in the activities before the course, were present after it. It could also be noticed a correlation between the elements used in the infographics and those present in the resolution of problems that occurred after the course. Regarding the Prezi, the assessment of the students exposed that this is a mechanism easy to understand and learn, and that it can also be used in literacy actions together with the students that possess little knowledge in computers. In addition to these studies, a statistical analysis of the auto evaluation survey was performed, and two tests were utilized: the Student's t and the effect size. The results of the Student's t tests revealed a significant statistically change among the results of the questionnaires applied before and after the course. The effect size test revealed that the deepest impact was at the dimension of those activities related to the development of multimodal texts, showing that the creation of infographics using Prezi resulted in the multimodal literacy of the students.

A profusão de textos multimodais presentes na sociedade contemporânea demanda, da escola, um trabalho mais aprofundado no que diz respeito ao letramento multissemiótico. No caso dos adultos, muitas vezes provenientes de uma educação acidentada e com pouco contato com a cultura digital, o desenvolvimento do letramento multissemiótico configura-se não só como uma necessidade acadêmica, mas também profissional e social. Sendo assim, o objetivo geral desta tese foi verificar em que medida a criação de infográficos pode contribuir para o letramento multissemiótico de alunos jovens e adultos. O estudo desenvolvido entre os anos de 2010 e 2013, compoem-se de uma revisão teórica acerca de temas como: letramento e alfabetização, letramento multissemiótico, aprendizagem ao longo da vida, infográficos, pedagogia do letramento multissemiótico e atividades do tipo writing-to-learn; e de uma pesquisa realizada no âmbito do Programa Mulheres Mil. A análise dos infográficos criados evidenciou a presença de elementos indicativos de letramento multissemiótico, bem como da competência comunicativa das alunas. As atividades de resolução de problemas, realizadas antes e depois do curso, mostraram que houve um avanço no letramento das alunas, uma vez que elementos de design que não apareciam na atividade desenvolvida antes do curso puderam ser notados na atividade pós-curso. Também pode-se perceber uma correlação entre elementos utilizados no infográfico e presentes na atividade de resolução de problemas ocorrida após o curso. Com relação ao Prezi, a avaliação das alunas mostrou que esta é uma ferramenta de fácil compreensão e aprendizagem, podendo ser utilizada em ações de letramento junto a alunos com pouco conhecimento de informática. Complementar a estas análises, foi feita uma análise estatística dos questionários de autoavaliação, onde foram utilizados dois testes: o t de Student e o effect size. Os resultados do teste t de Student mostraram que houve uma diferença estatisticamente significante entre os resultados dos questionários aplicados antes e depois do curso. O teste de effect size mostrou que o maior impacto foi na dimensão das atividades ligadas à criação de textos multimodais, evidenciando que a criação de infográficos com o uso do Prezi ensejou o letramento multissemiótico das alunas. / The profusion of multimodal texts presents on the cotemporaneous society requests a more profound effort from schools regarding multimodal literacy. For adults, especially those that had a meager education with little access to the digital culture, the development of the multimodal literacy configure itself, not only as an academic necessity, but also as a professional and social need. Thus, the main purpose of this thesis is to investigate in which degree the creation of infographics can assist the multimodal literacy of youth and adults. The study carried between the years 2010 and 2013, was based in a theoretical revision about: literacy, multimodal literacy, lifelong learning, infographics, pedagogy of multimodal literacy and writing-to-learn activities; and also from a research held under the Mulheres Mil Program. The analysis of the infographics produced showed the presence of indicative elements of multimodal literacy, and also the communicative competence of the students. The activities involving the resolution of problems, performed before and after the course, indicated that there were some progress on the literacy of the students, since that the elements of design that didn’t exist in the activities before the course, were present after it. It could also be noticed a correlation between the elements used in the infographics and those present in the resolution of problems that occurred after the course. Regarding the Prezi, the assessment of the students exposed that this is a mechanism easy to understand and learn, and that it can also be used in literacy actions together with the students that possess little knowledge in computers. In addition to these studies, a statistical analysis of the auto evaluation survey was performed, and two tests were utilized: the Student's t and the effect size. The results of the Student's t tests revealed a significant statistically change among the results of the questionnaires applied before and after the course. The effect size test revealed that the deepest impact was at the dimension of those activities related to the development of multimodal texts, showing that the creation of infographics using Prezi resulted in the multimodal literacy of the students.

Syftet med detta arbete är att göra en undersökning av åtta grundskollärares tillämpning av strategier för digital läsning utifrån en innehållspunkt i det centrala innehållet som behandlar lässtrategier. I arbetet undersöks om och i så fall hur elever ges möjlighet att utveckla strategier för att ta sig an en digital text. Vi använde oss av metoden standardiserade intervjuer, till våra åtta informanter, för att de själva skulle få formulera sina svar. Fundamentet för själva undersökningen är de inspelade och därefter transkriberade intervjuerna. Vi jämförde informanternas svar med varandra för att få fram ett resultat som sedan diskuterades. Våra slutsatser är att kompetensutveckling i IKT-användning och i digitala verktyg som ett didaktiskt hjälpmedel bör vara av hög prioritet inom skolväsendet. Det behövs även tillräckliga digitala resurser på samtliga skolor för att gå i linje med de reviderade kunskapskraven och skolans uppdrag om en likvärdig skola. Styrdokumentens riktlinjer vad gäller lässtrategier för texter i olika medier bör också bli tydligare så att utrymme för tolkning minimeras.