Dòng Nội dung
1
2
Đề xuất phương án dùng video và tranh để giảng dạy online môn Kĩ năng tiếng học phần A1, A2 / Nguyễn Kim Thu. // Kỷ yếu hội nghị khoa học giáo viên Khoa tiếng Nhật Bản 5/2020
Hà Nội : Đại học Hà Nội, 2020
tr. 201-207

Bài viết trình bày đề xuất phương án dùng video và tranh để giảng dạy online môn Kĩ năng tiếng học phần A1, A2 cho sinh viên Khoa tiếng Nhật trường Đại học Hà Nội.

3
Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya / Maureen Kendrick // Language and education Vol. 33-No 2/2019
2019
p.123-140

Characteristic of the twenty-first century are new literacy practices that require users and producers to be fluent with the affordances of multiple modes across print and digital media. In under-resourced contexts such as East Africa, these complex new multimodal practices have not been well documented. In this paper, we explore the context of an afterschool journalism club in rural Kenya as an informal learning space for 32 adolescent girls to realize multimodal text design following our donation of a laptop, digital camera and voice recorder. Using ethnographic methods that positioned the girls as researchers of their own practices, we collaboratively documented the girls’ changing social practices as they produced and designed videos in the context of their community and journalism club. As we proceeded through our analysis, we drew inspiration from Luke and Freebody’s Four Resources Model for reading print texts and Serafini’s reconceptualization of the Four Resources required for reading visual and multimodal texts, taking up their call to critique and reformulate the model within the rapidly changing context of twenty-first century literacy practices. Our study identifies the emergent and dynamic nested social practices of: (1) explorer, (2) participant-user, (3) performer, and (4) activist as integral to the design of videos.

4
5