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

Autores
Lorenzatti, María del Carmen
Año de publicación
2013
Idioma
inglés
Tipo de recurso
parte de libro
Estado
versión publicada
Descripción
Fil: Lorenzatti, María del Carmen. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Ciencias de la Educación; Argentina.
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).
Fil: Lorenzatti, María del Carmen. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Ciencias de la Educación; Argentina.
Otras Ciencias de la Educación
Materia
LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
Repositorio
Repositorio Digital Universitario (UNC)
Institución
Universidad Nacional de Córdoba
OAI Identificador
oai:rdu.unc.edu.ar:11086/19334

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network_name_str Repositorio Digital Universitario (UNC)
spelling When illiterate isn't illiterate : reading reality in a multimodal wayLorenzatti, María del CarmenLITERACYADULT AND YOUNG EDUCATIONMULTIMODALITYFil: Lorenzatti, María del Carmen. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Ciencias de la Educación; Argentina.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).Fil: Lorenzatti, María del Carmen. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Ciencias de la Educación; Argentina.Otras Ciencias de la Educación2013info:eu-repo/semantics/bookPartinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_3248info:ar-repo/semantics/parteDeLibroapplication/pdfhttp://hdl.handle.net/11086/19334enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2025-09-29T13:40:46Zoai:rdu.unc.edu.ar:11086/19334Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722025-09-29 13:40:46.649Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse
dc.title.none.fl_str_mv When illiterate isn't illiterate : reading reality in a multimodal way
title When illiterate isn't illiterate : reading reality in a multimodal way
spellingShingle When illiterate isn't illiterate : reading reality in a multimodal way
Lorenzatti, María del Carmen
LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
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
dc.creator.none.fl_str_mv Lorenzatti, María del Carmen
author Lorenzatti, María del Carmen
author_facet Lorenzatti, María del Carmen
author_role author
dc.subject.none.fl_str_mv LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
topic LITERACY
ADULT AND YOUNG EDUCATION
MULTIMODALITY
dc.description.none.fl_txt_mv Fil: Lorenzatti, María del Carmen. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Ciencias de la Educación; Argentina.
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).
Fil: Lorenzatti, María del Carmen. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Ciencias de la Educación; Argentina.
Otras Ciencias de la Educación
description Fil: Lorenzatti, María del Carmen. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Ciencias de la Educación; Argentina.
publishDate 2013
dc.date.none.fl_str_mv 2013
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dc.language.none.fl_str_mv eng
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