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Multiliteracies and e-learning2.0


Ivana Marenzi

This work, concerned with the significance of literacy and multiliteracies in the 21st century, examines pedagogy from the perspective of Web 2.0 tools and the potential of social networks to improve the quality of learning. Drawing on five years research in German and Italian universities, the author investigates different scenarios in which technology can support the learning process. The focus is on online interaction and collaboration from the standpoint of Educational Technology. With this approach, key pedagogical issues are analysed in relation to theoretical models as well as to the specific learning context. The resulting LearnWeb2.0 Design Framework provides a systematic and up-to-date reference and guide for teachers, researchers and developers when discussing course design and learning supports.
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8 The LearnWeb2.0 design framework – a multi-tier model


“…when the knowledge processes are made more explicit, it ensures that teachers and learners are fluent in their use and this has a profound impact not only on learning outcomes, but also on creating a positive classroom climate and becoming confident about being a lifelong learner”.

(Yelland et al., 2008, p. 203)

The goal of this chapter is to enhance and to integrate the multiliteracies approach and the Learning by Design framework with Web 2.0 features provided by the LearnWeb2.0 collaborative search and sharing system. According to the multiliteracies approach, resources are constructed and dynamically transformed by the users, through a variety of available communication channels and media, into different representations reflecting cultural and linguistic diversity. Such transformation is a result of moving through the four knowledge processes of the multiliteracies pedagogy (Experiencing: Situated Practice, Conceptualising: Overt Instruction, Analysing: Critical Framing and Applying: Transformed Practice). Educational setup and tools should support students in each of these processes.

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