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The use of MT by undergraduate translation students for different learning tasks
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In: https://hal.archives-ouvertes.fr/hal-03547415 ; 2022 (2022)
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Assessment of the Readability and Quality of Online Patient Education Material for Chronic Medical Conditions
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In: Healthcare; Volume 10; Issue 2; Pages: 234 (2022)
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Spanish Film Festivals in the Library.
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In: Georgia International Conference on Information Literacy (2022)
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From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Game on: a leitura em jogo na sala de aula de língua estrangeira ; Game on: reading at play in the foreign language classroom
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Vogelmann, Talisson Subtil. - : Universidade Tecnológica Federal do Paraná, 2022. : Curitiba, 2022. : Brasil, 2022. : Programa de Pós-Graduação em Estudos de Linguagens, 2022. : UTFPR, 2022
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Abstract:
With the continuous advancement of technology, more and more, smart devices and social media applications are part of different social interaction situations. In this sense, research in Applied Linguistics has been pointing to the presence of Digital Information and Communication Technologies, henceforth TDIC, in the educational context. Students, inserted in this scenario, make use of social practices of reading and writing that involve different languages inside and outside the classroom and, increasingly, work creatively, collaboratively and critically on the internet. The 5th edition of the Portraits of Reading Survey in Brazil (2019) confirms this perspective, which points to a drop in the habit of reading and, on the other hand, an increase in the use of social networks and the internet, including for games among schoolage subjects. These results lead us to infer that, in the digital space, cultural offerings such as online games and streaming platforms compete with reading books. This preference of children and young people reaffirm the need to think of reading and writing practices in new media as a way of teaching/learning through playfulness, moving games from the sphere of entertainment to that of education. Thus, this research takes as its object of study the digital game “What Remains of Edith Finch” (GIANT SPARROW, 2017). Thus, this qualitative, exploratory and interpretive research seeks to answer the following question: “How is the pedagogy of multiliteracies present in digital games, especially in the game What Remains of Edith Finch?”. To answer it, it is assumed as a general objective to understand, from the pedagogy of multiliteracies, the possibility of using the digital game What Remains of Edith Finch for the teaching of reading in the subject of Foreign Language. In order to achieve this objective, the interrelationship between language and technology (BAKHTIN, 1986; PINTO, 2005; VARGAS, 2001), concepts from the Multiliteracies (NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2000, 2009), concepts of digital games (EGENFELDT-NIELSEN, 2005; GEE, 2003, 2007; SALEN & ZIMMERMAN, 2005) and reflections on Foreign Language Teaching (GEE, 2011; OSTENSON, 2013; TOOMEY, 2013) are used as a theoretical contribution. Based on theoretical reflections, the analysis of the game establishes relationships with multiliteracies, with multiliterate practices and with the teaching of reading a foreign language. Finally, with the combination of the theoretical framework and the analysis, it can be noted that not only the aspects of multiliteracies are present in the game in question, but mainly how multimodality and genres are relevant and complex within the game. In addition, the game goes beyond the idea of a tool, and becomes a literary game, which when used, becomes a new mode of expression for literature in the classroom. ; Com o avanço contínuo da tecnologia, cada vez mais, dispositivos inteligentes e aplicativos de mídia social fazem parte das diferentes situações de interação social. Nesse sentido, pesquisas em Linguística Aplicada vêm apontando para a presença das Tecnologias Digitais da Informação e Comunicação no contexto educacional. Os estudantes, inseridos nesse cenário, fazem uso de práticas sociais de leitura e escrita que envolvem diferentes linguagens dentro e fora da sala de aula e, cada vez mais, trabalham de forma criativa, colaborativa e crítica na Internet. Confirma essa perspectiva, a 5ª edição da Pesquisa Retratos da Leitura no Brasil (2019) que aponta uma queda no hábito de leitura e, em contrapartida, um crescimento no uso das redes sociais e da Internet, inclusive para os jogos entre os sujeitos em idade escolar. Esses resultados nos levam a inferir que, no espaço digital, as ofertas culturais como, os jogos on-line e as plataformas de streaming, competem com a leitura de livros. Essa preferência das crianças e jovens reafirma a necessidade de pensarmos as práticas de leitura e escrita nas novas mídias como uma maneira de ensinar/aprender por meio da ludicidade, deslocando os jogos da esfera do entretenimento para a da educação. Assim, esta pesquisa assume como objeto de estudo o jogo digital What Remains of Edith Finch (GIANT SPARROW, 2017). Dessa forma, esta pesquisa qualitativa, de caráter exploratório e de cunho interpretativista, busca responder à seguinte pergunta: “De que forma a pedagogia dos multiletramentos se faz presente nos jogos digitais, em especial no jogo What Remains of Edith Finch?”. Para respondê-la, assume-se como objetivo geral compreender, a partir da pedagogia dos multiletramentos, a possibilidade do uso do jogo digital What Remains of Edith Finch para o ensino de leitura na disciplina de Língua Estrangeira. Com vistas a atingir tal objetivo, serão empregados como aporte teórico a interrelação entre linguagem e tecnologia (BAKHTIN, 1986; PINTO, 2005; VARGAS, 2001), conceitos dos Multiletramentos (GRUPO DE NOVA LONDRES, 1996; COPE & KALANTZIS, 2000, 2009), conceitos dos jogos digitais (EGENFELDT-NIELSEN, 2005; GEE, 2003, 2007; SALEN & ZIMMERMAN, 2005), reflexões sobre o Ensino de Língua Estrangeira (GEE, 2011; OSTENSON, 2013; TOOMEY, 2013). A partir das reflexões teóricas, a análise do jogo estabelece relações com os multiletramentos, com as práticas multiletradas e com o ensino de leitura de língua estrangeira. Por fim, com a combinação do referencial teórico com a análise, pode-se notar que não apenas os aspectos dos multiletramentos estão presentes no jogo em questão, mas principalmente como a multimodalidade e os gêneros são relevantes e complexos dentro do jogo. Além disso, o jogo vai além da ideia de ferramenta e se transforma em um jogo literário, que, quando utilizado, se torna um novo modo de expressão para a literatura em sala de aula.
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Keyword:
CNPQ::LINGUISTICA; Communication and technology; Comunicação e tecnologia; Educational games; Educational technology; Electronic games; Information technology; Jogos educativos; Jogos eletrônicos; Language and languages - Study and teaching; Letramento; Letras; LETRAS E ARTES::LETRAS; Linguagem e línguas - Estudo e ensino; Literacy; Tecnologia da informação; Tecnologia educacional
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URL: http://repositorio.utfpr.edu.br/jspui/handle/1/28294
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Competencias TIC y mediáticas del profesorado.: Convergencia hacia un modelo integrado AMI-TIC
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 21-33 (2022)
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A Time-Based Comparative Analysis of Fan-made Online Information Resources ...
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Morris, Lidia. - : The University of North Carolina at Chapel Hill University Libraries, 2021
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Creating a multilingual MOOC content for information literacy: a workflow
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In: Botte, Alexander [Hrsg.]; Libbrecht, Paul [Hrsg.]; Rittberger, Marc [Hrsg.]: Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019. Frankfurt am Main : DIPF 2021, S. 114-128 (2021)
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Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019
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In: Frankfurt am Main : DIPF 2021, 133 S. (2021)
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| 14 |
On "Developing Information Literate Abilities": Uncovering Whiteness at the Center of the ACRL Framework for Information Literacy
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In: Library Faculty Publications and Presentations (2021)
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Creating a multilingual MOOC content for information literacy: a workflow ...
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Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019 ...
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Promoting Linguistic Diversity and Inclusion: Incorporating Machine Translation Literacy into Information Literacy Instruction for Undergraduate Students
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In: The International Journal of Information, Diversity, & Inclusion (IJIDI); Vol 5 No 3 (2021) ; 2574-3430 (2021)
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Librarians as Wikimedia Movement Organizers in Spain: An interpretive inquiry exploring activities and motivations
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In: First Monday; Volume 26, Number 6 - 7 June 2021 ; 1396-0466 (2021)
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