Literacy Lessons
Movement Literacy: Cooperation of Body, Mind, and Symbols
Paper Presentation in a Themed Session Shlomit Ofer, Billie Eilam
Graphic-symbolic representation is essential to many scientific disciplines and several art forms. It lays an infrastructure for domain-related literacy skills, such as conceptualization, analysis, communication, and composition. However, unlike its sibling art, music, graphic-symbolic representations of physical movement (e.g., dance, sports, etc.) are less common in society. Consequently, introducing students to the ability to symbolize movements allows for detecting and observing the growth of "movement literacy" skills, as examined in our research. 16 volunteers, ages 9-10 years, participated in a long-term study. Following an experiential introduction to fundamental movement concepts (e.g., the directions of movement in space; or the movement abilities of body parts), they created graphic-symbolic representations for demonstrated movement sequences that became increasingly complex. Their friends, blind to the previously demonstrated movements, decoded and performed them as feedback on the symbolic representation. The collected data, including the graphic representations regarding the demonstrated movements, the transcribed conversation among the participants, and the researchers' journal, were qualitatively analyzed. The analysis revealed the main challenges embedded in movement representation and its interpretation, and the variety of graphic-symbolic solutions designed to overcome them. The results also shed light on a few broad issues related to literacy skills and meta-representational ability. The body's unique stance as an available and equitable learning resource is sharpened, even when advanced technologies are available. The embodied learning experience, which weaves the evolving movement knowledge with the mind's symbolic-literate ability, supports the development of meta-representational competence. Thus, it may play a role in any chosen learning format.
The Nexus between Multimodal Literacies and Pedagogy: An Analysis in the Chilean School Context
Paper Presentation in a Themed Session Patricia Andrea Thibaut Paez, Andrea Lizasoain
The canonical concept of literacy understood as the ability to read and write with a predominance of the verbal mode marked a milestone in human development. However, now this concept has been expanded in order to allow a better representation of the radically different context we are facing, particularly due to technological advances. The concept of multiliteracies helps in that it postulates a literacy that is constructed from different modes and a more ecological view of pedagogy and learning. Using Cope and Kalantzis (2024) concept of pedagogical repertoires we analyze pedagogical practices in Chilean schools and observe the link to multimodality, epistemology and how they connect to socio-emotional, affective, embodied and cognitive pedagogical practices. The method include the observation of three schools in Chile, specifically Spanish classrooms in grades 6th, 7th and 8th along with interviews. The data indicate that there is little reflection on multiliteracies and specifically on the diversity of modalities, which, according to teachers, is due to the fact that this content is not explicitly addressed in the initial training and that the forms of evaluation and learning resources at the national level focus on a predominance of the standardized and the verbal mode. This relates to the pedagogical practices observed in the classroom, in which the focus is predominantly on conceptualization and to a lesser extent on critical analysis with few opportunities for learning in situated and applied aspects. Suggestions that contribute to the support of multimodal teaching and learning are reviewed.
Generative Artificial Intelligence Literacy for Students of English for Specific Purposes
Paper Presentation in a Themed Session Ana Gimeno Sanz, Beatriz Martín Marchante
The rise of artificial intelligence (AI) in education, particularly with the emergence of ChatGPT, has sparked both excitement and concern in higher education. While AI offers significant opportunities for teaching English for Specific Purposes (ESP), it also raises ethical and pedagogical challenges, necessitating research into its responsible and effective integration. Various approaches are being explored to incorporate AI-driven tools into language learning, particularly in ways that support transformative pedagogies. This study presents a didactic proposal designed to enhance ESP learners' communication skills through project-based learning (PBL) and the integration of ChatGPT. Conducted at the Universitat Politècnica de València (UPV) with Design Engineering and Aerospace Engineering students, the project engaged upper-intermediate ESP learners in collaborative tasks grounded in curricular content. Two cohorts conducted an experimental project throughout a semester allowing the instructors to gather data by means of a pre- and post-project questionnaire, as well as an evaluation sheet to measure the degree of acquisition of a number of soft skills. Key findings highlight the potential of AI-assisted corrective feedback, reducing instructors’ workload while allowing them to focus on higher-order learner support. Additionally, results confirm that PBL combined with AI tools effectively fosters both disciplinary and transversal competencies, equipping students with essential life skills—such as effective communication—that will benefit them in their future professional careers. The study underscores the pedagogical value of AI-driven methodologies in preparing ESP learners for multilingual professional environments while ensuring their ethical and informed use of AI in academic and professional settings.
