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Rocking and reading exploring multimodal media literacy in an ESL college classroom
THESIS

, University of Puerto Rico, Mayaguez , United States

University of Puerto Rico, Mayaguez . Awarded

Abstract

In spite of the multimodality of texts with which students interact nowadays, reliance on print-based literary textbooks in English classrooms prevails. This qualitative action research adopted a poststructuralist framework to examine the implementation of a unit in which students from an ESL literature-based composition course in the University of Puerto Rico at Mayagüez ‘read’ rock music and videos, in addition to short stories from a standard textbook. Data was analyzed using a multimodal theory of communication, as well as theories from critical media literacy studies. After implementing the unit, students were able to: recognize multiple modalities in different discourses, utilize specific multimodal designs in their own productions, and explore various concepts related to music distribution. While analyzing different media texts, students critiqued various social issues that were relevant to their lives and began to transfer the skills they learned to their interactions with media texts outside of the classroom.

Citation

Soto Vega, K.M. Rocking and reading exploring multimodal media literacy in an ESL college classroom. Master's thesis, University of Puerto Rico, Mayaguez. Retrieved April 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords