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Valuing Multiliteracies and Digital Media in Educational Research and Practice

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This text reflects on the imperative role of multiliteracies and digital media in education. Citing multiple sources, including Duncum (2004) and Siegel (2006), it discusses how "chalk talk" serves as a silent method for enhancing reflection, generating ideas, and solving problems within educational settings. It also raises critical questions regarding the position that researchers and practitioners should adopt to effectively value multiliteracies and digital methodologies, urging a shift in policy and practice to embrace diverse learning styles.

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Valuing Multiliteracies and Digital Media in Educational Research and Practice

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  1. (Duncum, 2004)

  2. (Allison et al., n.d.; Siegel, 2006; Bezzemer & Kress, 2008)

  3. Chalk talk is a silent way to reflect, generate ideas, check on learning, develop projects, or solve problems.1 Chalk talk the issue: What position should researchers and practitioners take concerning valuing multiliteracies and digital media? (Allison et al., n.d.; Siegel, 2006; Bezemer& Kress, 2008) ---------------- 1. Direct quote from the Education Aliance (n.d.).

  4. References Allison et al. (n.d.). A multiliteracies project: Exploring new learning in the classroom--Implications for education policy and practice. Retreived from http://multiliteracies101.weebly.com/index.html Bezemer, J. & Kress, C. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25, 166-196. Duncum, P. (2004). Visual culture isn’t just visual: Multiliteracy, modality and meaning. Studies in Art Education, 49, 252-264. Retrieved from http://vassarliteracy.pbworks.com/f/Duncum_visual_cultural.pdf Education Alliance at Brown University (n.d.). Changing Systems to Personalize Learning: Teaching To Each Student. Retrieved from http://www.alliance.brown.edu/pubs/changing_systems/teach_to_student/ChalkTalk.pdf Hassett, D.D. & Curwood, J.S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63, 270-282. Siegel, M. (2006). Rereading the signs: Multimodal transformations in the field of literacy eduation. Language Arts, 84, 65-77. Sumara, D. (1998). Fictionalizing acts: Reading and the making of identity. Theory into Practice, 37, Others...

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