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Multimodality and Machinima Poster

The rapid developments in the communication environment have radically changed our view of literacy. It can no longer be thought of as simply referring to reading, writing, speaking and listening to linguistic resources. On the contrary, literacy ‘needs to address and acknowledge modes of meaning other than the linguistic one’ (Cloonan 2010, p.3). However, in the language classroom the meaning making potential of modes such as the visual, gestural, spatial often remains unaddressed. This poster presents and discusses the preliminary evaluation results of a pilot teacher development course designed to fill in the gap mentioned above and operationalised by the use of machinima which refers to ‘animated film-making within a real-time virtual 3D environment’ (Hancock & Ingram 2007, p. 1). Machinima production requires multimodal design and can thus broaden language teachers’ view of literacy and this in turn could promote changes in their pedagogies and their students’ learning.
Reframing Language Teacher Education: Bringing Multimodality to the Core of the Curriculum with Machinima is a PhD project that seeks to explore: 1) the extent to which a Multimodality and Machinima professional development course can raise language teachers’ awareness of multimodality defined by Ciekanski and Chanier (2008, p. 167) as the ‘the dynamic process of meaning-making’ and 2) the knowledge that should be part of the language teachers’ TPACK (Technological Pedagogical Content Knowledge) – (Mishra & Koehler 2006) in order for them to be able to create rich multimodal ensembles with their students. The Multimodality and Machinima professional development course constitutes the main data source for the researcher’s PhD and has been developed within the Learning by Design framework (Kalantzis & Cope 2004) which details eight knowledge processes – experiencing the known and new, conceptualising by naming and theorising, analysing functionally or critically, and applying appropriately or creatively. Additionally, the course has been designed so as to provide the means for the development of TPACK in the context of teaching with machinima to create multimodal ensembles.


Alina Horlescu    
School of Applied Language and Intercultural Studies
Dublin City University

Alina is a PhD researcher at DCU. Before starting her PhD, she taught English as a Second and Foreign Language in Romania, the USA and Ireland.

Alina holds the Cambridge CELTA and has an M. Phil. degree in English Language Teaching. At the moment, she's in the second year of her PhD which investigates the knowledge that should be part of language educators' TPACK in order for them to be able to create rich multimodal ensembles.


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