The data discussed here is part of a PhD research that focuses on an online professional development course for public schools teachers-in-service, emphasizing a specific module designed for teachers’ education on multiliteracies and the use of technology. The study discusses and analyzes data from the course module on multiliteracies and media in language education, and the respective artifacts that emerged from it. In this paper specifically, we analyzed a sample of multiliteracy-related learning modules created by the teachers as part of their final assignment. The learning modules are one piece of the learning artifacts collected from the learning management system that hosted the course. We coded two thousand learning modules gathered from the two editions of the course. The coding generated categories and we used them to perform an interpretative analysis focusing on themes related to language and cultural diversity (multissemiotics and multiculturalism) and the use of new technologies. The findings so far show that teachers still resist teaching objects/themes that are not part of school traditions. Most part of the learning modules focused on teaching and learning of conventional school genres (e.g. journalistic genres; argumentative essays) or canonic literary genres (e.g. poems and short stories). Even though the teachers took a course on multiliteracies, the results showed that classroom activities involving language/culture diversity and new technologies were hardly relevant among the sample analyzed. Also, the analysis leads reflections upon the transition of conventional practices into new learning practices and that may bring valuable insights to the area of teachers’ professional development programs.
|Keywords:||Teachers Education, Learning Modules, Multiliteracies, Applied Linguistics|
PhD Candidate, Applied Linguistics: Language and Education, Institute of Language Studies, State University of Campinas, Campinas, São Paulo, Brazil