A Selfperception of Multiliteracy of a Group of Foreign Language Teachers and Students from a Public University in Colombia.
This article presents the results of a self-perception survey of the multiliteracy levels to a group of foreign language teachers and students at Universidad del Valle. The statistics and interpretative analysis showed that both groups rated themselves as having high levels of functional literacy en...
- Autores:
-
Areiza, Hugo
Berdugo, Martha
Tejada, Harvey
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2014
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/5917
- Acceso en línea:
- https://revistas.pedagogica.edu.co/index.php/RF/article/view/2831
http://hdl.handle.net/20.500.12209/5917
- Palabra clave:
- Multiliteracidad
Enfoque de enseñanza crítico
Enseñanza y aprendizaje de lenguas
TIC
Autopercepción
Multiliteracy
Critical pedagogical approach
Language learning and teaching
ICT
Self - Perception
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc/4.0
| Summary: | This article presents the results of a self-perception survey of the multiliteracy levels to a group of foreign language teachers and students at Universidad del Valle. The statistics and interpretative analysis showed that both groups rated themselves as having high levels of functional literacy enough to work at the computer and on the web. However, both groups self-reported lower levels of more complex aspects of functional literacy necessary for teaching and learning a foreign language in virtual environments. Both, teachers and students, self-reported favorable feelings towards computers and work on the web and their levels of critical literacy were lower than those of their functional literacy. In addition, the teachers perceived themselves as having a mid-level of pedagogical skills to integrate ICT in their teaching, but self-reported difficulties especially in material design within virtual environments. Similarly, teachers rated fair levels of critical approaches mediated by ICT and expressed difficulties especially at enhancing students’ elaboration and dissemination of digital material that arises reflection on social sensitive issues. The analysis of the survey also showed no outstanding incidence of socio-demographic variables in the participants’ self-perceptions. |
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