Multimodal material with social content: promoting situated writing skills.
El presente proyecto de investigación muestra una propuesta pedagógica en la que el uso de materiales multimodales con contenido social promueve la escritura como una práctica situada. La intervención se desarrolló en Bogotá, con dos grupos de séptimo entre los 11 y los 14 años, en un aula de inglés...
- Autores:
-
Galindo Buitrago, Laura Natalia
Rodríguez Pérez, María José
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/12133
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/12133
- Palabra clave:
- Escritura como práctica situada
Materiales multimodales
Contenido social
Writing as a situated practice
Multimodal material
Social content
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Multimodal material with social content: promoting situated writing skills. |
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Multimodal material with social content: promoting situated writing skills. |
| title |
Multimodal material with social content: promoting situated writing skills. |
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Multimodal material with social content: promoting situated writing skills. Escritura como práctica situada Materiales multimodales Contenido social Writing as a situated practice Multimodal material Social content |
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Multimodal material with social content: promoting situated writing skills. |
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Multimodal material with social content: promoting situated writing skills. |
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Multimodal material with social content: promoting situated writing skills. |
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Multimodal material with social content: promoting situated writing skills. |
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Multimodal material with social content: promoting situated writing skills. |
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Galindo Buitrago, Laura Natalia Rodríguez Pérez, María José |
| dc.contributor.advisor.spa.fl_str_mv |
Montaño Moreno, Johanna - director |
| dc.contributor.author.spa.fl_str_mv |
Galindo Buitrago, Laura Natalia Rodríguez Pérez, María José |
| dc.subject.spa.fl_str_mv |
Escritura como práctica situada Materiales multimodales Contenido social |
| topic |
Escritura como práctica situada Materiales multimodales Contenido social Writing as a situated practice Multimodal material Social content |
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Writing as a situated practice Multimodal material Social content |
| description |
El presente proyecto de investigación muestra una propuesta pedagógica en la que el uso de materiales multimodales con contenido social promueve la escritura como una práctica situada. La intervención se desarrolló en Bogotá, con dos grupos de séptimo entre los 11 y los 14 años, en un aula de inglés como lengua extranjera en el colegio IED Prado Veraniego. Se recopilaron cuestionarios, entrevistas, diarios de campo y artefactos durante todo el proceso de intervención. Esto, teniendo en cuenta el diseño e implementación de tres ciclos de intervención en los que el uso de materiales multimodales con contenido social guió a los estudiantes en su proceso de escritura dentro de un marco situado. A través de la triangulación, fue posible analizar los hallazgos para presentar las conclusiones, implicaciones y limitaciones de esta investigación. |
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2020 |
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Aufderheide, P. (1993). Aspen Institute Report of the National Leadership Conference on Media Literacy. Retrieved from CML: Center for Media Literacy: https://www.medialit.org/reading-room/aspen-institute-report-national-leadershipconference-media-literacy Barton, D., Hamilton, M., & Ivaniíc , R. (2000). Situated literacies: Reading and writing in context. Psychology Press. Barton, G. (2018). Teaching multimodal texts through collaborative. Brisbane: Brisbane Catholic Education literacy team. Bogdan, R. C., & Biklen, S. (2003). Qualitative research for education: An introduction to theories and methods. Bogotá Humana. (2014). Diagnostico local: Suba. Retrieved from http://www.saludcapital.gov.co/DSP/Diagnsticos%20distritales%20y%20locales/Loc al/2014/11_Diagnostico%20Local%202014_Suba.pdf Brown, D. (2000). Teaching by Principles. Pearson ESL. Second Edition. . United States of America Callow, J. (2013). The shape of text to come. Primary English Teaching Association Australia (PETAA). Chapetón, M., & Chala, P. (2013). Undertaking the Act of Writing as a Situated SocialPractice: Going beyond the Linguistic and the Textual. Colombian Applied Linguistics Journal, 25-42. Clavijo, A., Hine, N., & Quinter, L. (2008). The Virtual Forum as an Alternative Way to Enhance Foreign Language Learning. Profile Issues in Teachers Professional Development, pp. 219-236. Colegio Prado Veraniego I.E.D. (2017, April). Estructura del P.E.I. Retrieved from https://www.redacademica.edu.co/colegios/colegio-prado-veraniego-ied Corbin, , J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks: Sage. Crawford, J. (2002). The role of materials in the language classroom: Finding the balance in Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press. Denzin, N., & Lincoln, Y. (2011). The Sage Handbook of Qualitative Research. Sage. Dewey, J. (1929 ). The later works: How we think . Southern Illinois: Field settings. Skokie: Rand McNally College, first edition. Edwards, E., & Burns, A. (Elt Journal). Language teacher action research: Achieving sustainability. 2015, 6-15. Gee, J. (1996). Social Linguistics and Literacies: Ideology in Discourses, 2nd edn. London: Falmer Press. Gherardi, S., Nicolini, D., & Odella, F. (1998). oward a social understanding of how people learn in organizations: The notion of situated curriculum. Management learning, 29(3), 273-297. Given, L. M. (2008). Qualitative research methods. In N. J. Salkind, The Encyclopedia of Educational Psychology (pp. 827-831). Thousand Oaks, CA: Sage Publications. Green, J., & Dixon, C. (2007). Classroom interaction, situated learning. Springer. Grundy, S. (1998). Curriculum: Product or Practice. Madrid, Spain: Ed. Morata. Hymes, D. (1964). Language in culture and Society: A reader in linguistics and anthropology. Harper & Row. Hymes, D. (1972). On Communicative Competence. Sociolinguisctics . J.B. Pride and J. Holmes. Kemmis, S., & Mctaggart, R. (1998). The Action Research Planner. Geelong. Victoria: Deakin University Press. Kress, G. (2010). Multimodality: A Social Semiotic Approach to. London & New York: Routledge. Kress, G., & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London. Lankshear, C., & Knobel, M. (2006). ew literacies: Everyday practices and classroom learning. Open University Press. Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate Peripheral Participation. Cambridge, Mass: University Press. Laverde, N., Salazar, M., & Soler, R. (2015). The development of lexis and critical thinking through movies and task-based descriptive writing. Master's thesis, Universidad de La Sabana. Lichtman, M. (2012). Qualitative Research in Education: A user's guide. Washington, D.C: Sage. Lier, L. (1998). The classroom and the language learner. Applied Linguistics and language study, C.N. Candlin. New York. Cambridge University Press: 202-214 Marshall, C., & Rossman, G. (2016). Designing qualitative research. (6th edition). Thousand Oaks, CA: Sage. Mekheimer, M. (2011). The impact of using videos on whole language learning in EFL context. Arab World English Journal, 5-39. Merriam, S. B. (2009). A guide to design and implementation. Qualitative research. San Francisco: CA: Jossey-Bass. Merriam, S., & Tisdell, E. (2015). Qualitative research: A guide to design and implementation. USA: Jossey-Bass. Miettinen, R. T. (2000). The concept of experiential learning and John Dewey's theory of reflective thought and action. International Journal of Lifelong Education, pp. 19(1), 54-72. Mills, K. A. (2009). Multiliteracies: Interrogating competing discourses. . Language and Education,, 23 (2), 103-116. Mills, K. A. (2010). Shrek meets Vygotsky: Rethinking adolescents' multimodal literacy practices in schools. Journal of Adolescent & Adult Literacy, 54 (1), 35, 45. Ministerio de Educación Nacional MEN. (2006). Formar en lenguas extranjeras: inglés ¡el reto! Colombia.: Ministerio de Educación Nacional. Palacios Mena, N., & Chapetón, C. (2014). The use of English songs with social content as a situated literacy practice: Factors that influence student participation in the EFL classroom. Folios, 125-138. Pike, E. (1967). Huautla de Jiménez Mazatec. In McQuown, N. A. (ed.) Handbook of Middle American Indians.Volume 5: Linguistics, 311-330. Austin: University of Texas Press. Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into practice, 4-11. Potter, W. (2004). Theory of media literacy: A cognitive approach. CA: Thousand Oaks. Serafini, F. (2011). Expanding perspectives for comprehending visual images in multimodal texts. Journal of Adolescent & Adult Literacy, 54 (5), 342- 350. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks: Sage Publications. Street, B. V. (1993). ross-cultural approaches to literacy. Cambridge University Press. Teppo, A. (2015). Grounded theory methods. In Approaches to qualitative research in mathematics education, 3-21 Dordrecht: Springer. Vera , E., Chapetón , M., & Buitrago, Z. (2016). An Informed and Reflective Approach to Language Teaching and Materials Design. Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33 (3), 211. Wetzel, C. D., Radtke, P. H., & Stern, H. (1994). Instructional effectiveness of video media. Hillsdale, New Jersey : Lawrence Erlbaum. Wurdinger, S., & Carlson, J. (2009). Teaching for experiential learning: Five approaches that work. R&L Education. |
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Montaño Moreno, Johanna - directorGalindo Buitrago, Laura NataliaRodríguez Pérez, María JoséBogotá2019-20202020-08-06T04:37:30Z2020-08-06T04:37:30Z2020http://hdl.handle.net/20.500.12209/12133instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente proyecto de investigación muestra una propuesta pedagógica en la que el uso de materiales multimodales con contenido social promueve la escritura como una práctica situada. La intervención se desarrolló en Bogotá, con dos grupos de séptimo entre los 11 y los 14 años, en un aula de inglés como lengua extranjera en el colegio IED Prado Veraniego. Se recopilaron cuestionarios, entrevistas, diarios de campo y artefactos durante todo el proceso de intervención. Esto, teniendo en cuenta el diseño e implementación de tres ciclos de intervención en los que el uso de materiales multimodales con contenido social guió a los estudiantes en su proceso de escritura dentro de un marco situado. A través de la triangulación, fue posible analizar los hallazgos para presentar las conclusiones, implicaciones y limitaciones de esta investigación.Submitted by Laura Natalia Galindo Buitrago (del_lngalindob711@pedagogica.edu.co) on 2020-08-03T18:19:33Z No. of bitstreams: 2 RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO .pdf: 3516132 bytes, checksum: 65c53e55c213b3131c7b2e0f9d9bc694 (MD5) licencia_uso_trabajos_y_tesis_grado_.pdf: 153713 bytes, checksum: 4a13a5e915940946b27e5e7f8e09ccb9 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-04T00:01:55Z (GMT) No. of bitstreams: 2 RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO .pdf: 3516132 bytes, checksum: 65c53e55c213b3131c7b2e0f9d9bc694 (MD5) licencia_uso_trabajos_y_tesis_grado_.pdf: 153713 bytes, checksum: 4a13a5e915940946b27e5e7f8e09ccb9 (MD5)Rejected by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co), reason: Eliminar de los anexo el consentimiento informado firmado por el representante o tutor de los participantes, ya que contiene datos sensibles como firmas, números de documentos, se recomienda dejar estos consentimientos en un anexo aparte como la licencia con el fin de ocultarlos al momento de publicar su trabajo on 2020-08-06T00:06:32Z (GMT)Submitted by Laura Natalia Galindo Buitrago (del_lngalindob711@pedagogica.edu.co) on 2020-08-06T02:38:15Z No. of bitstreams: 2 licencia_uso_trabajos_y_tesis_grado_.pdf: 153713 bytes, checksum: 4a13a5e915940946b27e5e7f8e09ccb9 (MD5) RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO.pdf: 3508807 bytes, checksum: 6631e35b8a1a181828d17e584c21d7ab (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Por favor verificar la pagina 80 para eliminar de este anexo el consentimiento informado firmado por el representante o tutor de los participantes, ya que contiene datos sensibles como firmas, números de documentos, se recomienda dejar estos consentimientos en un anexo aparte como la licencia con el fin de ocultarlos al momento de publicar su trabajo on 2020-08-06T02:47:54Z (GMT)Submitted by Laura Natalia Galindo Buitrago (del_lngalindob711@pedagogica.edu.co) on 2020-08-06T03:11:15Z No. of bitstreams: 2 RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO.pdf: 3438732 bytes, checksum: 43e58fc38b431662f036a3471bd73aea (MD5) licencia_uso_trabajos_y_tesis_grado_.pdf: 153713 bytes, checksum: 4a13a5e915940946b27e5e7f8e09ccb9 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-06T04:36:13Z (GMT) No. of bitstreams: 2 RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO.pdf: 3438732 bytes, checksum: 43e58fc38b431662f036a3471bd73aea (MD5) licencia_uso_trabajos_y_tesis_grado_.pdf: 153713 bytes, checksum: 4a13a5e915940946b27e5e7f8e09ccb9 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-06T04:37:30Z (GMT) No. of bitstreams: 2 RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO.pdf: 3438732 bytes, checksum: 43e58fc38b431662f036a3471bd73aea (MD5) licencia_uso_trabajos_y_tesis_grado_.pdf: 153713 bytes, checksum: 4a13a5e915940946b27e5e7f8e09ccb9 (MD5)Made available in DSpace on 2020-08-06T04:37:30Z (GMT). No. of bitstreams: 2 RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO.pdf: 3438732 bytes, checksum: 43e58fc38b431662f036a3471bd73aea (MD5) licencia_uso_trabajos_y_tesis_grado_.pdf: 153713 bytes, checksum: 4a13a5e915940946b27e5e7f8e09ccb9 (MD5) Previous issue date: 2020Universidad Pedagógica NacionalLicenciado en Español e InglésTesis de pregradoThe present research project displays a pedagogical proposal in which the usage of multimodal materials with social content tries to promote writing as a situated practice. The intervention was developed in Bogotá, with two groups of seven graders between the ages of 11 and 14 in an EFL classroom at IED Prado Veraniego school. Questionnaires, interviews, field notes and artifacts were applied throughout the intervention process. This, following the design and implementation of three cycles of intervention in which the use of multimodal materials with social content guided the students in their writing process within a situated framework. Through the triangulation, it was possible to analyse the findings in order to present the conclusions, implications and limitations of the present study.PDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalEscritura como práctica situadaMateriales multimodalesContenido socialWriting as a situated practiceMultimodal materialSocial contentMultimodal material with social content: promoting situated writing skills.Multimodal material with social content: promoting situated writing skills.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAufderheide, P. (1993). Aspen Institute Report of the National Leadership Conference on Media Literacy. Retrieved from CML: Center for Media Literacy: https://www.medialit.org/reading-room/aspen-institute-report-national-leadershipconference-media-literacyBarton, D., Hamilton, M., & Ivaniíc , R. (2000). Situated literacies: Reading and writing in context. Psychology Press.Barton, G. (2018). Teaching multimodal texts through collaborative. Brisbane: Brisbane Catholic Education literacy team.Bogdan, R. C., & Biklen, S. (2003). Qualitative research for education: An introduction to theories and methods.Bogotá Humana. (2014). Diagnostico local: Suba. Retrieved from http://www.saludcapital.gov.co/DSP/Diagnsticos%20distritales%20y%20locales/Loc al/2014/11_Diagnostico%20Local%202014_Suba.pdfBrown, D. (2000). Teaching by Principles. Pearson ESL. Second Edition. . United States of AmericaCallow, J. (2013). The shape of text to come. Primary English Teaching Association Australia (PETAA).Chapetón, M., & Chala, P. (2013). Undertaking the Act of Writing as a Situated SocialPractice: Going beyond the Linguistic and the Textual. Colombian Applied Linguistics Journal, 25-42.Clavijo, A., Hine, N., & Quinter, L. (2008). The Virtual Forum as an Alternative Way to Enhance Foreign Language Learning. Profile Issues in Teachers Professional Development, pp. 219-236.Colegio Prado Veraniego I.E.D. (2017, April). Estructura del P.E.I. Retrieved from https://www.redacademica.edu.co/colegios/colegio-prado-veraniego-iedCorbin, , J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks: Sage.Crawford, J. (2002). The role of materials in the language classroom: Finding the balance in Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.Denzin, N., & Lincoln, Y. (2011). The Sage Handbook of Qualitative Research. Sage.Dewey, J. (1929 ). The later works: How we think . Southern Illinois: Field settings. Skokie: Rand McNally College, first edition.Edwards, E., & Burns, A. (Elt Journal). Language teacher action research: Achieving sustainability. 2015, 6-15.Gee, J. (1996). Social Linguistics and Literacies: Ideology in Discourses, 2nd edn. London: Falmer Press.Gherardi, S., Nicolini, D., & Odella, F. (1998). oward a social understanding of how people learn in organizations: The notion of situated curriculum. Management learning, 29(3), 273-297.Given, L. M. (2008). Qualitative research methods. In N. J. Salkind, The Encyclopedia of Educational Psychology (pp. 827-831). Thousand Oaks, CA: Sage Publications.Green, J., & Dixon, C. (2007). Classroom interaction, situated learning. Springer.Grundy, S. (1998). Curriculum: Product or Practice. Madrid, Spain: Ed. Morata.Hymes, D. (1964). Language in culture and Society: A reader in linguistics and anthropology. Harper & Row.Hymes, D. (1972). On Communicative Competence. Sociolinguisctics . J.B. Pride and J. Holmes.Kemmis, S., & Mctaggart, R. (1998). The Action Research Planner. Geelong. Victoria: Deakin University Press.Kress, G. (2010). Multimodality: A Social Semiotic Approach to. London & New York: Routledge.Kress, G., & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London.Lankshear, C., & Knobel, M. (2006). ew literacies: Everyday practices and classroom learning. Open University Press.Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate Peripheral Participation. Cambridge, Mass: University Press.Laverde, N., Salazar, M., & Soler, R. (2015). The development of lexis and critical thinking through movies and task-based descriptive writing. Master's thesis, Universidad de La Sabana.Lichtman, M. (2012). Qualitative Research in Education: A user's guide. Washington, D.C: Sage.Lier, L. (1998). The classroom and the language learner. 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