New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms
The “new” of new literacies are multifaceted social practices to make and share meanings with new communication tools and technology. Despite gaining considerable research focus in recent times, there is scarce evidence of new literacies as instances of practice in secondary science classrooms. In t...
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| Format: | Article |
| Language: | English |
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Taylor and Francis Ltd.
2023
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| Online Access: | http://eprints.utm.my/106379/1/JohariSurif2023_NewLiteraciesMultimodalAndSocialOrientation.pdf |
| _version_ | 1811132326682296320 |
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| author | Shahzadi, Nosheen Surif, Johari |
| author_facet | Shahzadi, Nosheen Surif, Johari |
| author_sort | Shahzadi, Nosheen |
| collection | ePrints |
| description | The “new” of new literacies are multifaceted social practices to make and share meanings with new communication tools and technology. Despite gaining considerable research focus in recent times, there is scarce evidence of new literacies as instances of practice in secondary science classrooms. In this article students’ engagement in classroom literacy practices has been explored to find out how far literacy practices are indicative of new pedagogical approaches in meaning-making, in response to the digital, multimodal, social, and participative orientation of new literacies rather than conventional literacies. This research is situated in an interpretive-qualitative research paradigm and uses a case study approach. Three science teachers and their classes were study participants. This study concludes that in the New Zealand secondary science context, pedagogical approaches represented only that of “being digital” with conventional literacies. The new literacies as new ways of thinking and doing to make and communicate meanings can be realized if knowledge and expertise are shared through social interactions in online media and peer- to- peer collaboration equally. Classroom environment as a new avenue can serve to build ongoing relationships with extended communities of learners. |
| first_indexed | 2024-09-24T00:01:46Z |
| format | Article |
| id | utm.eprints-106379 |
| institution | Universiti Teknologi Malaysia - ePrints |
| language | English |
| last_indexed | 2024-09-24T00:01:46Z |
| publishDate | 2023 |
| publisher | Taylor and Francis Ltd. |
| record_format | dspace |
| spelling | utm.eprints-1063792024-06-29T07:09:52Z http://eprints.utm.my/106379/ New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms Shahzadi, Nosheen Surif, Johari H Social Sciences (General) The “new” of new literacies are multifaceted social practices to make and share meanings with new communication tools and technology. Despite gaining considerable research focus in recent times, there is scarce evidence of new literacies as instances of practice in secondary science classrooms. In this article students’ engagement in classroom literacy practices has been explored to find out how far literacy practices are indicative of new pedagogical approaches in meaning-making, in response to the digital, multimodal, social, and participative orientation of new literacies rather than conventional literacies. This research is situated in an interpretive-qualitative research paradigm and uses a case study approach. Three science teachers and their classes were study participants. This study concludes that in the New Zealand secondary science context, pedagogical approaches represented only that of “being digital” with conventional literacies. The new literacies as new ways of thinking and doing to make and communicate meanings can be realized if knowledge and expertise are shared through social interactions in online media and peer- to- peer collaboration equally. Classroom environment as a new avenue can serve to build ongoing relationships with extended communities of learners. Taylor and Francis Ltd. 2023 Article PeerReviewed application/pdf en http://eprints.utm.my/106379/1/JohariSurif2023_NewLiteraciesMultimodalAndSocialOrientation.pdf Shahzadi, Nosheen and Surif, Johari (2023) New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms. Cogent EducationVolume , Issue, 10 (2). pp. 1-13. ISSN 2331-186X http://dx.doi.org/10.1080/2331186X.2023.2245982 DOI : 10.1080/2331186X.2023.2245982 |
| spellingShingle | H Social Sciences (General) Shahzadi, Nosheen Surif, Johari New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms |
| title | New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms |
| title_full | New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms |
| title_fullStr | New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms |
| title_full_unstemmed | New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms |
| title_short | New literacies: Multimodal and social orientation of ‘new’ in secondary science classrooms |
| title_sort | new literacies multimodal and social orientation of new in secondary science classrooms |
| topic | H Social Sciences (General) |
| url | http://eprints.utm.my/106379/1/JohariSurif2023_NewLiteraciesMultimodalAndSocialOrientation.pdf |
| work_keys_str_mv | AT shahzadinosheen newliteraciesmultimodalandsocialorientationofnewinsecondaryscienceclassrooms AT surifjohari newliteraciesmultimodalandsocialorientationofnewinsecondaryscienceclassrooms |