Hypermidia literacy at school/ conventional school literacy in hypermidiatic environements

• Grant number: 10/51597-9
• Support Opportunities: Regular Research Grants
• Start date: April 01, 2011
• End date: June 30, 2013
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Ines Signorini
• Grantee: Ines Signorini
• Host Institution: Instituto de Estudos da Linguagem (IEL). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This is a qualitative research project based on empirical studies about multiliteracy. It takes as its main focus the question of how conventional school literacy is related in nowadays practices to hypermidia literacy, which is generally taken as unconventional by the graphocentric tradition. The main hypothesis to be verified is that such relationships involve intersections and amalgams, as mismatches and offsets, to be better specified through the study of events and practices of hypermedia literacy in teaching contexts, and the study of events and practices of school literacy in hypermediatic environments. The most general objective to be attained is therefore to identify, describe and analyze the relations between these literacies in the dynamics of specific practices for the appropriation of linguistic and sociosemiotic resources brought by the new information and communication technologies. As a research on multiliteracy in the field of applied linguistics, this project focuses on observation and analysis of sociointeractional events in which writing and other related sociosemiotic resources are associated with graphocentric and hypermidiatic ecologies (Barton, 1994). It favours also the observation and analysis of reflection and control activities involving the use and operation of these resources in these environments, thus addressing the issue of the functioning of metapragmatic awareness in actual language use (Signorini, 2008) associated with different types of literacy. (AU)