Sixteenth International Conference on Technology, Knowledge & Society

Abstract

Recent literacy studies have broadened the notion of “literacy” and text production so as to incorporate the wide variety of forms of communication that are present in our interactions, especially considering the affordances of this digital age (Kalantzis & Cope, 2008; Cope & Kalantzis, 2017). These interactions have become more and more supported by technology, which has reshaped traditional text architectures, creating new digital genres, and also transformed traditional learning environments. However, how prepared are instructors for teaching non-traditional types of texts (new digital genres) with the support of new/e-learning ecologies? Considering the need for urgent attention to teachers’ professional learning (Chandler, 2016) and the need for change and adaptation in pedagogical practices developed in teacher training programs, this case study will explore some activities developed based on a blended learning approach in an English teacher education context in Brazil, aiming at developing pre-service teachers’ awareness and experience with multimodal composition. This study will analyze the affordances of the learning management system and digital tools used to help create a hybrid learning environment, with a focus on the multimodal meaning dimension, which will be illustrated by pre-service teachers’/students’ works.