Theories of computer literacy

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Theories of computer literacy

Definition[ edit ] Although discussions of multimodality involve medium and mode, these two terms are not synonymous.

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Gunther Kress's scholarship on multimodality is canonical in writing studiesand he defines mode in two ways.

Image, writing, layout, speech, moving images are examples of different modes. Graphic resources can be broken down into font size, type, etc. These resources are not deterministic, however. Mode names the material resources shaped in often long histories of social endeavor.

Modes may aggregate into multimodal ensembles, shaped over time into Theories of computer literacy cultural forms, a good example being film, which combines visual modes, modes of dramatic action and speech, music and other sounds.

Multimodal work in this field includes van Leeuwen; [8] Bateman and Schmidt; [9] and Burn and Parker's theory of the kineikonic mode. Mediums include video, image, text, audio, etc. Socially, medium includes semioticsociocultural, and technological practices such as film, newspaper, a billboard, radio, television, theater, a classroom, etc.

Multimodality makes use of the electronic medium by creating digital modes with the interlacing of image, writing, layout, speech, and video. Mediums have become modes of delivery that take the current and future contexts into consideration. Because multimodality is continually evolving from a solely print-based to a screen-based presentation, the speaker and audience relationship evolves as well.

Due to the growing presence of digital media over the last decade, the central mode of representation is no longer just text; recently, the use of imagery has become more prominent. An important related term to multimodality is multiliteracy, which is the comprehension of different modes in communication — not only to read text, but also to read other modes such as sound and image.

Whether and how a message is understood is accredited to multiliteracy. History[ edit ] Multimodality has developed as a theory throughout the history of writing. The idea of multimodality has been studied since the 4th century BC, when classical rhetoricians alluded to it with their emphasis on voice, gesture, and expressions in public speaking.

During this time, an exponential rise in technology created many new modes of presentation. Since then, multimodality has become standard in the 21st century, applying to various network-based forms such as art, literature, social media and advertising.

The monomodality, or singular mode, which used to define the presentation of text on a page has been replaced with more complex and integrated layouts.

Expressionist ways of thinking encouraged writers to find their voice outside of language by placing it in a visual, oral, spatial, or temporal medium. A writer is always making use of experience. Also, by making writing the result of a sensory experience, expressionists defined writing as a multisensory experience, and asked for it to have the freedom to be composed across all modes, tailored for all five senses.

Cognitive developments[ edit ] During the s and s, multimodality was further developed through cognitive research about learning.

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Jason Palmeri cites researchers such as James Berlin and Joseph Harris as being important to this development; Berlin and Harris studied alphabetic writing and how its composition compared to art, music, and other forms of creativity.

James Berlin declared that the process of composing writing could be directly compared to that of designing images and sound.

Writers often conceptualize their work by non-alphabetic means, through visual imagery, music, and kinesthetic feelings. Flemingmore commonly known as the neuro-linguistic learning styles. Fleming's three styles of auditory, kinesthetic, and visual learning helped to explain the modes in which people were best able to learn, create, and interpret meaning.

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A well-trained teacher or tutor in an adult literacy program should be trained in at least three methods, including the multisensory approach, which has proven to .

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Theories of computer literacy
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