Date 14/02/24 at 13.30-15.00

 Reflective participatory learning and teaching approaches to multi-literacy and multimodality through the Perusall platform

Abstract. The term literacies or multiliteracies (Cope and Kalantzis, 2015) refers to critical digital literacy as it encompasses individual forms of literacies such as school/academic, scientific literacy, functional, social and critical literacies of students at all levels of education. The updated term Digital Literacies is synonymous with multi-literacies and does not refer to the simple use of digital media. Multiliteracy instruction allows students to transfer knowledge from everyday contexts to formal educational settings to produce new textual genres and new knowledge as critically reflective producers rather than consumers of knowledge (Katsampoxaki-Hodgetts, 2023).
Flexible pedagogies (e.g., behavioral learning, differentiated learning, inquiry learning, group collaborative or collaborative reflective learning) support multi-literacies for learners through non-linear sequences with the help of digital tools such as the Perusall platform. The first presenter presents the theoretical background for the multiliteracies and multimodality pedagogies and invites participants to use the platform as learners. The second presenter introduces the ways of using the platform through software such as moodle and answers technical implementation questions.

BIO. Katsampoxaki-Hodgetts is the Coordinator of the TotT Teaching and Learning Centre, holding a doctorate in digital literacy teaching at the University of Zaragoza and currently teaching a course on the same subject as part of the Pedagogical and Teaching Competence Certificate at the University of Crete.

BIO. Ophelia Neophytou is a computer engineer working for the Department of Educational Technologies of the ICT Infrastructure and Services Centre of the University of Crete.