When illiterate isn't illiterate : reading reality in a multimodal way

For the last several years the literacy problem of youth and adults has occupied an important place in discussions held by international organizations and in the agendas of the Latin American regions? ministries of education . Underschooled adults and youths are believed to be incapable of having an...

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Detalles Bibliográficos
Autor principal: Lorenzatti, María del Carmen
Formato: bookPart
Lenguaje:Inglés
Publicado: 2021
Materias:
LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
Acceso en línea:http://hdl.handle.net/11086/19334
Aporte de:
Repositorio Digital Universitario (UNC) de Universidad Nacional de Córdoba
id I10-R14111086-19334
record_format dspace
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-141
collection Repositorio Digital Universitario (UNC)
language Inglés
topic LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
spellingShingle LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
Lorenzatti, María del Carmen
When illiterate isn't illiterate : reading reality in a multimodal way
topic_facet LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
description For the last several years the literacy problem of youth and adults has occupied an important place in discussions held by international organizations and in the agendas of the Latin American regions? ministries of education . Underschooled adults and youths are believed to be incapable of having an opinion, understanding complex issues and participating in social spaces. People tagged and classified as illiterate, uneducated or poorly educated are generally not recognized as active social subjects despite the fact that they participate in institutions, struggle for their rights, constitute families or plan and develop projects for the future. For the most part, the ways they appropriate and use written language is unknown to many scholars, educators or policy makers because the ways they use written language and other semiotic representations is unfamiliar and somewhat unconventional from a literate´s point of view, making their meaning making processes invisible to the everyday eye. In this paper I will argue, contrary to popular belief and official discourse, that people like Marta Graciela, one of the adults I studied, interpret complex multimodal representations and participate actively and competently in a variety of social contexts. I will present a complex outlook on literacy learning in order to understand how Marta Graciela interprets the meaning of texts, graphic images, and oral language, and how she uses them in daily life. I will also identify the different tools that mediate her acquisition of knowledge. Various authors have studied underschooled adults and the literacy knowledge they construct and use in their daily life (Kalman 2003, 2004; Zavala 2002, Niño Murcia 2004). In my recent work (Lorenzatti, 2009) I have analyzed how adults who never went to school during their childhood or adolescence, make sense of everyday situations using different modes of representation present in their daily life (Kress 2003).
format bookPart
author Lorenzatti, María del Carmen
author_facet Lorenzatti, María del Carmen
author_sort Lorenzatti, María del Carmen
title When illiterate isn't illiterate : reading reality in a multimodal way
title_short When illiterate isn't illiterate : reading reality in a multimodal way
title_full When illiterate isn't illiterate : reading reality in a multimodal way
title_fullStr When illiterate isn't illiterate : reading reality in a multimodal way
title_full_unstemmed When illiterate isn't illiterate : reading reality in a multimodal way
title_sort when illiterate isn't illiterate : reading reality in a multimodal way
publishDate 2021
url http://hdl.handle.net/11086/19334
work_keys_str_mv AT lorenzattimariadelcarmen whenilliterateisntilliteratereadingrealityinamultimodalway
bdutipo_str Repositorios
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