Digital Media And New Literacies

Öğretmenlik sadece ders anlatmak mı, yoksa öğrencilerin hayatlarına dokunmak mı? Günümüzde birçok öğretmen, eğitim sisteminin getirdiği yapısal sınırlar içinde hareket etmek zorunda kalıyor. Oysa iyi bir öğretmen olmak, bundan çok daha fazlasını gerektirir. Bu yazıda, öğretmenliğin farklı yönlerini sorgulayan bir hikâye üzerinden bu soruya birlikte yanıt arıyoruz. Bir önceki yazımda¹ Coleman ve arkadaşlarının (1966) 2 hazırladığı raporda okul içi faktörlerin önemine değinmiş, özellikle öğretmen niteliğinin öğrenci gelişimi üzerindeki etkisini vurgulamıştım. Fakat yazıyı okuyan bazı arkadaşlarım, bu konuların çoğunlukla akademik çevrelerde tartışıldığını ve okulun gerçeklerinin çok daha farklı olduğunu dile getirdi. Aslında bunları yazmamın tek nedeni, içimde taşıdığım bir derdi paylaşma isteği. Bu yazımda derdimi bir hikâye üzerinden anlatmak istiyorum.

This paper aims to provide a systematic and taxonomic overview of the philosophical approaches to media, offering a comprehensive conceptual typology. The text is divided into four sections. The first section presents a preliminary culturalgeographical mapping of the various philosophical traditions engaged with media studies, examining Anglo-American, Francophone, Italophone, and Germanophone contexts. The second section introduces the notion of philosophy of media, understood as a philosophy that takes media as its explicit object of analysis, distinguishing between its analytical and self-reflexive dimensions. The third section discusses media-philosophy, which reinterprets media studies through a transcendental lens and argues for the constitutive mediality of rationality. This section also introduces a distinction between discursive-transcendental and empirical-transcendental approaches, highlighting the implications of the medial turn for traditional philosophical problems. The fourth and final section proposes the concept of philosophy-media as a meta-philosophical stance, shifting from a philosophical reflection on media to a medial reflection on philosophy itself. The paper concludes by suggesting that this tripartite typology - philosophy of media, media-philosophy, and philosophy-media - can serve as a heuristic tool to navigate both past and future contributions in the field, while inviting a critical reassessment of the epistemic forms of philosophical thinking in the age of digital media.

This paper examines the theoretical and practical implications of multimodal semiotics in contemporary global communication. Drawing on foundational work by Gunther Kress and Theo van Leeuwen, this study explores how meaning-making has evolved from traditional linguistic analysis to encompass visual, auditory, gestural, and digital modes of communication. The research demonstrates that multimodal approaches fundamentally transform our understanding of discourse by revealing how integrated sign systems operate across cultural and technological boundaries. Through critical analysis of theoretical frameworks, digital applications, and crosscultural communication patterns, this paper argues that multimodal semiotics provides essential tools for understanding meaning-making in globalized digital contexts. The findings suggest that contemporary communication increasingly relies on sophisticated interactions between multiple semiotic modes, challenging traditional linguistic paradigms and requiring new analytical frameworks. The study concludes by identifying future research directions in AI-mediated communication and algorithmic semiotics, emphasizing the growing importance of multimodal literacy in digital society.

Digital literature, including blogs, Twitter micro fiction, and immersive virtual reality (VR) narratives, represents a paradigm shift in how knowledge is created, disseminated, and experienced (Hayles, 2008; Ryan, 2001). Unlike traditional print literature, these digital forms emphasise interactivity, brevity, multimodality, and user participation, thereby reshaping epistemological frameworks within literary studies (Aarseth, 1997; Kress, 2010). This paper investigates how digital literary forms construct knowledge differently from traditional texts, exploring the cognitive, social, and ethical dimensions of reader engagement. Using a combination of case studies, textual analysis, and critical theory, the study examines blogs as reflective and dialogic spaces (Smith, 2022; Jones, 2021), Twitter fiction as fragmented and participatory narrative forms (Lee, 2023; Doe, 2023), and VR narratives as immersive environments fostering embodied understanding (VRStudio, 2022; ImmersiveLit, 2023). The analysis demonstrates that digital literature challenges traditional notions of authorial authority, textual stability, and passive reception, positioning readers as co-creators of knowledge (Vygotsky, 1978; Derrida, 1976). The findings suggest that knowledge in digital literature is dynamic, multimodal, and often situated within ethical and emotional contexts, offering new ways of understanding narrative and meaning-making in contemporary society. This research contributes to discussions in digital humanities, media studies, and epistemology, providing a framework for analysing the transformative role of emerging literary technologies. Future research directions include exploring AI-generated narratives, cross-cultural digital storytelling, and the pedagogical applications of immersive literature.

Psychologists believe that adopting various learning methods and
strategies can positively influence an individual's motivation. The
role of educational films in deliberately diffusing motivational
thoughts cannot be ignored. Cinema has been an influential
medium for over a century, building public opinion, influencing
thoughts, and impacting narratives. In this context, this
experimental study aims to investigate the influence of
motivational-themed Bollywood films on the motivational
thoughts of students. Two groups of students from Karachi were
examined using a quasi-experimental method. These groups were
selected through a convenient sampling technique. Three Hindi
films, Taare Zameen Per, 3 Idiots, and Dangal, were selected
based on their themes. The experimental group was shown these
films, each with a gap of one week, while the control group did
not watch any films. Both groups' motivations were analyzed
through a validated questionnaire after each session. Results
revealed significant differences among both groups. Motivation
was relatively higher in students exposed to motivational content
than in students who lacked exposure to any such content before
responding to the questionnaire. Thus, our findings suggest that
motivation can be positively influenced by increasing exposure to
cinema based on the theme of motivation.

This article examines how the Maggi controversy was debated on social media, where a substance, monosodium glutamate (MSG), was found above the permitted level in these noodles in India. Drawing on qualitative content analysis of Twitter discussions, the study explores how risk perceptions were amplified, contested, and reframed in digital spaces. Findings indicate that Social media discourse emphasised MSG as a health hazard and a symbol of corporate negligence rather than discussing scientific evidence. Twitter users simultaneously expressed fear, mobilised boycott calls, circulated humour and memes, and defended Maggi against allegations. These polarised debates show how food safety controversies in India are scientific disputes, sensationalism, and distrust in corporates and regulators. The article highlights the need for transparent, culturally sensitive, and evidence-based science communication strategies to address public concerns in food safety debates.

Within the rapidly evolving landscape of digital governance, a stark dichotomy emerges between two global powerhouses: the United States and Russia, whose contrasting approaches not only shape the future of government-citizen interaction but also bear profound implications for safeguarding fundamental human rights in the digital age.
Both countries have established legal frameworks to develop digital government systems, but there are notable similarities and differences in how they address human rights concerns within this context. This topic necessitates a comprehensive analysis of their respective legal foundations and practices.

The structural transformations brought about Industrial Revolution show that it's necessary to take technology into consideration on the subject of social change issue. Technological determinism that attributes a mechanical causality between technology and social change, and which also affirms technolgy as the only factor driving the social change, remained valid for a long time. However, by claming that technology is autonomous, technological determinism completely rules the impact of technology out on social change. The social construction of technology (SCOT) approach emerges as a reaction to the technological determinism based upon the assumption that technology and society are constructed together. The main purpose of this article is to reconceive the relation between technology and society in consideration of the theoretical frame of social construction of technology (SCOT) approach. Consequently, constructivism provides a more comprehensive point of view with its emphasis on the relationality between technology and society.

The article reports on findings from an anonymous online survey that investigates the functionality of two prominent review genres: book reviews and blurbs. Focusing on audience expectations regarding genre elements and trustworthiness, the study analyzes the results in the frame of the communicative situation involving the book's author, the review's author, and the reader. Three indicators are used for the purpose: the degree of criticism, proximity and trustworthiness. Results indicate that the book reviews are evolving, leading to decreased reader trust, whereas blurbs are perceived as more trustworthy due to their explicit promotional intent. Moreover, the research shows that critical evaluations are regarded as authentic primarily when they express negativity. A crucial factor in establishing trust is found to be the perceived proximity between the reader and the review author, in addition to the subjective proximity between the review and the book itself.

This paper tackles the so much used term “literacy”. At first we intend to give both a theoretical framework, namely, the definition of the term ‘’new literacies’’ within the nowadays’ social context and a dual-level theory of new literacies that is the lowercase (new literacies) and the uppercase (New Literacies). Moreover, it also contains the central principles of the uppercase theory of new literacies as well as the elements of the new literacies of online research and comprehension, a lowercase theory of new literacies.

RESUMO: A liberdade de expressão constitui um dos fundamentos da democracia, mas enfrenta desafios inéditos na era digital. A disseminação de desinformação, a manipulação algorítmica e a concentração de poder nas plataformas digitais comprometem a integridade do espaço público e a confiança nas instituições democráticas. O problema central investigado refere-se ao equilíbrio entre a preservação da liberdade de expressão e a necessidade de combater as fake news, sem violar direitos fundamentais. A pesquisa adota uma abordagem qualitativa, com base em revisão bibliográfica de fontes físicas e digitais, privilegiando análises críticas interdisciplinares sobre direito, comunicação e ciência política. A investigação revelou que o combate à desinformação exige estratégias múltiplas, incluindo regulação responsável das plataformas, promoção da alfabetização digital, educação midiática e incentivo à transparência corporativa. Constatou-se que a regulação deve ser dinâmica, combinando instrumentos estatais, formas de autorregulação e co-regulação, a fim de se adaptar à evolução das práticas de disseminação da desinformação. Conclui-se que soluções isoladas são insuficientes, sendo imprescindível uma abordagem colaborativa entre governos, sociedade civil, empresas e academia para garantir um ambiente digital democrático, plural e seguro.

Purpose: the Indian media landscape is transforming as a result of digitalization, and traditional print media are experiencing signicant income losses. The corona pandemic has made things worse for the Indian press, making it more challenging for it to maintain its competitive edge in a market that is becoming more digitally fractured and digitized. Newspapers have shited to new revenue generating models based on technical advancement and digital forays. Realigning products and business strategies to address operational issues in the globalized market are currently a serious concern for all media businesses.
Design/methodology/approach:  the exploratory study is based on qualitative ndings that were gathered through semi-structured
interviews with the business managers and editors of India's top four national newspapers.
Findings: the current study aims to comprehend the technological changes that the Indian legacy media is going through, as well as the
challenges that it must overcome to stay pro table and competitive.
Originality/value: It discusses how newspaper production, distribution and revenue streams management is adapting to the technologically rebuilt globalised market and lists the key evolutionary changes that have occurred in business models components of news publication organizations with special focus on the evolved revenue streams and distribution channels.

The internet and its emerging technologies have expanded global communication landscape to the extent that citizens have unbridled access to social media, just as the mainstream media integrate them into their operations. Despite the productive and interactive potentials of social media, there has been a rise in the cases of hate expression as one of the pitfalls of the digital revolution. Nigeria has had her share of the menace of hate expressions among its citizens, prompting legal and regulatory measures to check the menace. This paper discusses the recent efforts of the Nigerian government in the areas of legislation and regulation in checking hate speech. It critically examines the extant Cybercrimes (Prohibition, Prevention, etc.) Act of 2015; the Independent National Commission for the Prohibition of Hate Speeches Bill introduced in the Nigerian Senate

This article investigates the impact of social media on judicial processes, focusing on how public opinion influences legal accountability. Through case studies and analyses of high-profile cases, the research examines the power dynamics between public opinion and legal frameworks, including the risks and benefits of digital activism. Findings suggest that while social media can support transparency and public engagement, it may also lead to biased perceptions that challenge judicial impartiality. The study highlights the need for a balanced approach to harness the benefits of social media in fostering accountability without compromising the integrity of the judicial process.

What Is New About The New Literacies of Online Reading Comprehension? Change defines literacy (Coiro, 2003; Hartman, 2000; Leu, 2000; Rosenblatt, 1938). Our lives change in fundamental ways as we become literate, expanding access to information, communication, and action (Freire, 1976, 1985; LeVine, LeVine, & Schnell, 2001). Since understanding change is at the core of what we do, it is ironic our research community has largely ignored the extensive changes taking place to literacy in a digital, networked, ...

This study examines third, fourth, and fifth grade students’ reasoning that was captured as they engaged collaboratively in a teacher designed inquiry task. This task focused on choosing ecofriendly toys for a fictitious local toy store. Results indicated that students were more expressive with reasoning when they shared their ideas orally, but were less apt to include reasoning in their digital writing. This pattern of results suggests the benefits of pairing talk with writing, grouping students to work collaboratively during online inquiry, and teaching ways to construct digital writing that supports the inclusion of hyperlinks, the integration of images, and other means of connecting digital reading and writing. These digital affordances provide tangible ways for students to include reasoning and evidence within their writing and can bolster their persuasive and argument writing. Recommendations for instruction are offered as well as design considerations for online inquiry tasks...

how they negotiate the complexities of language and literacy use across communities. These theories likewise provide ways to begin to consider questions of equity and access and how dynamics of power shape children's experiences in schools and the identities they construct. An identity perspective is well-suited to be inclusive of and responsive to the diversity of children. For example, an identity perspective can account for how multilingual children construct ideas about who they are as readers and writers within and across their languages (Wagner, 2024). This includes ways that multilingual children navigate cultural and linguistic differences across languages and differences in literacy practices in home, school, and other communities where language and cultural practices differ. Identity perspectives are likewise well-suited to consider other aspects of diversity and the ways they intersect, including race, gender, sexuality, and more (Compton-Lilly, 2024).

We explore the concept of remixing existing literacy programs instead of replacing them in light of calls for changes emerging from local, national, and international conversations about literacy research and practice. We explain the evolution of a long-standing community and school literacy program in which pre-service teachers conduct interactive read-alouds with local children. Changes to the program were informed by insights from recent frameworks for culturally responsive and sustaining education and state guidance on the implementation of research about literacy in classrooms. We provide examples of pre-service teachers' plans for read-aloud sessions from before and after our remix to show the impact of careful adaptation of an existing program in light of new frameworks. We include guidance to implement our remixed program and suggestions for readers to thoughtfully remix their own existing literacy programs in response to changing contexts. "In light of new frameworks and calls for changes to literacy content and pedagogy, it can be tempting to simply discard long-standing programs and replace them." "Our experience with Global Book Hour shows that remixing existing programs with new frameworks can yield thoughtful, high-quality literacy experiences for children and families.

This article reports on two studies designed to examine the landscape of online streamed videos, and the features that may support vocabulary learning for low-income preschoolers. In Study 1, we report on a content analysis of 100 top language-and literacy-focused educational media programs streamed from five streaming platforms. Randomly selecting two episodes from each program, we identified the prevalence of vocabulary opportunities, and the pedagogical supports-techniques or features in these media that are designed to orient children to specific vocabulary words. In over the 2,000 scenes coded, we identified two overriding categories of supports: ostensive cues, designed to provide definitional information to children; and attention-directing cues, designed to signal children's attention to a target word. In Study 2, we use eye-tracking technology to examine which of these pedagogical supports might predict children's ability to identify program-specific vocabulary. Results indicated that although ostensive cues predicted overall attention to scenes, attention-directing cues were most effective in directing children to target words and their subsequent word identification. Children with higher language scores were more likely to use these cues to their advantage than their lower language peers. These results may have important implications for designing digital media to enhance children's opportunity to learn vocabulary. Educational Impact and Implications Statement Screen media use on mobile devices for children ages 8 and under has risen rapidly in recent years to an average of 48-minutes day. Recognizing its potential to engage children's interest, this study examines the current landscape of educational media programs for children's word learning and vocabulary development. Our study shows both the prevalence and wide variation of word learning opportunities and highlights the production cues that appeared to differentially elicit children's attention to words and media content. These results could support a more intentional approach to media design to enhance children's opportunity to learn vocabulary.

Literacy scholars have pointed out the neoliberal co-opting of literacy and language learning, specially when English is often promoted as the language of progress by the English language teaching industry and educational policies worldwide. This utilitarian discourse on English language learning has been passively accepted and reinforced by governments, policy makers, educators, and society in general. Such positioning not only furthers neoliberal values of competition and individualism, but also perpetuates Western ideas of development that have proven to be detrimental for our planet. Scholars in the field of Education have acknowledged the necessity of prioritizing indigenous epistemologies to transform education. Thus, in this article I introduce the 'Pluriversal literacies', a decolonial framework which conceptualizes literacies as relational, landbased, and multisentient practices, such as weaving plants, constructed within communities and their territories. I argue that this framework may facilitate the transformation of English language teaching, especially in foreign language contexts, by centering and valuing the knowledges, cultures, and literacies of non-dominant learners.

The paper presents the complex problems of preparation of pedagogy students to work as teachers in the context of their readiness to use ICT in the didactic process. The complexity of this subject matter has been proved by the current, ongoing, discussion about the direction of the expected transformations of contemporary schools and the prospective teachers education system in the age of prevalent digitization. Considering the complexity of conditions, the main research problem has been formulated as follows: Conditions of what type affect the preparation of prospective teachers

This study investigated students' responses toward indirect feedback in asynchronous online media. The study aimed to provide evidence that the students gained more interest and confidence after getting indirect feedback from teacher and writing by using technology. The study used qualitative approach. The study involved 20 students whereas students have to write a paragraph. The data were collected by using three types of instruments including writing test, assessment format, and questionnaire. The study resulted in the following findings; students in this study were successful in correcting their errors and improving their writings after the teacher gave indirect feedbacks for their paragraph. However, the students' writing requires improvement since the same problems and even the new problems were still found in students' after getting indirect feedback. Students need to enrich their vocabulary to describe their thought. Students rarely use the punctuation in their sentences.

Na tle płynnej nowoczesności przedstawiono dążenie rodziców do zapewnienia dziecku jak najlepszej edukacji jako ich reakcję w obawie o przyszłość. Edukacja domowa to szczególny rodzaj wsparcia edukacyjnego w rodzinie. We współczesnej Polsce społeczeństwo odbiera ją jako "obcą", a wobec jej zwolenników uruchamia społeczną kontrolę. Obie strony tego procesu podejmują działania, którymi kieruje lęk. Wspólny dla dorosłych jest lęk o dziecko. Szczególne rodzaje lęku, jaki można zauważyć po stronie kontrolującej (społeczeństwo, władza, nauczyciele), to lęk: przed "obcym", korporacyjny, o utratę tożsamości i utratę władzy; po stronie kontrolowanej zaś (rodzice w edukacji domowej)-lęk przed: złamaniem społecznej konwencji, opresją w szkole i represją ze strony systemu edukacji, podjętym zadaniem. Najrzadziej zauważyć można lęk u dzieci-to lęk przed szkołą i egzaminacyjny. Prezentowane interpretacje odnoszą się do wyników badań jakościowych w rodzinach edukujących domowo z lat 2012-2024 oraz obserwowanych relacji między społeczeństwem a nimi.

Synopsis (Original Article in Hindi):
In Indian classical music, singing, narration (vocalisation), and expression (rasa) reach a supreme level of refinement. Despite being a performing art, it often becomes a subject of scientific and mathematical analysis and planning. Many musical elements are so closely associated with science and mathematics that their improper execution can disturb the emotional and aesthetic experience of the listener.

Through the study of music based on scientific and mathematical principles, not only do we reach a deeper understanding of music presentation, but an entirely new dimension of musicology also unfolds before us. This kind of study can significantly enhance the expressive quality of a performer’s art, but at the same time, it can also develop a more reflective and introspective approach toward the art.

Technological developments of the last decades have fundamentally changed the way humans communicate. Meaning making has become profoundly mul modal, and digital spaces have spawned new social, cultural and communica ve prac ces. Language teaching and learning has had to account for these shi s and expand its no on of what it means to be literate in today's world. Digital literacy in language classrooms encompasses this complexity in its theore cal orienta on to literacy as social prac ce, rather than mere technological competence. In pedagogic prac ce, digital mul modal composing has become a key classroom prac ce to foster digital literacy.

This chapter provides a theoretical framework of critical media literacy (CML) pedagogy and examples of practical implementation in K-12 and teacher education. It begins with a brief discussion of literature indicating the need for educators to use a critical approach to media. The historical trajectory of CML and key concepts are then reviewed. Following this, the myths of “neutrality” and “normalcy” in education and media are challenged. The chapter takes a critical look at information and communication technologies and popular culture, reviewing how they often reinforce and occasionally challenge dominant ideologies. Next, this critical perspective is used to explore how CML interrogates the ways media tend to position viewers, users, and audiences to read and negotiate meanings about race, class, gender, and the multiple identity markers that privilege dominant groups. The subjective and ubiquitous nature of media is highlighted to underscore the transformative potential of CML ...

Επεξεργασμένη μορφή της από κοινού ομιλίας μας με τη Μαρία Ακριτίδου στην παρουσίαση του συλλογικού τόμου «Η ελληνική λογοτεχνία στον 21ο αιώνα: Από την παγκοσμιοποίηση στην τεχνητή νοημοσύνη» (επιμ. Δημήτρης Τζιόβας, εκδ. Διόπτρα, 2025) στο πλαίσιο της 21ης ΔΕΒΘ. Μίλησαν επίσης οι Μάκης Καραγιάννης, Σοφία Ιακωβίδου και Παναγιώτης Κάπος. Συντόνισε ο Δημήτρης Τζιόβας.

An annotated bibliography has become a common form of academic assignments in various courses as well as a fundamental part of writing research papers. As studies on annotated bibliographies are underrepresented in Indonesian academic research, this article presents a reflective, combinative annotated bibliography of foundational works in bilingualism, biliteracy, and bilingual education. Drawing on chapters of the seminal books, the writers provide six annotated entries highlighting major theoretical concepts, principles, and pedagogical insights in bilingualism, biliteracy, and bilingual education. The writers suggest that integrating an annotated bibliography into classroom instruction and class projects/assignments is necessary to enhance students' critical engagement with literature in bilingualism, biliteracy, and bilingual education.

Resumo: O ensino sobre os microrganismos tem sido sempre um desafio, tanto pela falta de recursos físicos na escola quanto pela mistificação de que todos são maléficos. Diante dessa realidade, este trabalho teve como objetivo aplicar uma Sequência Didática Gamificada Investigativa (SDGI), tendo a importância de bactérias e fungos em nosso cotidiano como temática central e validá-la em meio ao período de ensino remoto/híbrido de uma escola pública de Mato Grosso, Brasil. Após aplicação, os alunos avaliaram a proposta didática através de um questionário semiestruturado baseado na metodologia ARCS. Os dados foram analisados por estatística descritiva e análise de conteúdo. Os resultados da aplicação e validação demonstraram que a SDGI contribuiu para a desmistificação sobre bactérias e fungos de maneira motivadora, divertida e engajada. Assim sugere-se que o uso desta abordagem didática pode contribuir significativamente para melhoria das aulas de biologia, sendo aplicável tanto para o ensino híbrido quanto presencial.

This chapter explores the theoretical underpinnings of critical media literacy and analyzes four different approaches to teaching it. Combining cultural studies with critical pedagogy, Douglas Kellner and Jeff Share argue that critical media literacy aims to ...

This dissertation builds upon Dresang's (1999) Radical Change Theory (RCT) and Norris's (2004) Multimodal Interaction Analysis (MIA). It also develops and employs two new analytical tools: Digital Radical Change Theory (DRCT) and Multimodal Literary Analysis (MLA). Through close reading and multimodal analysis, this research investigates how multiple modes of communication by digital tools influence a reader’s meaning making. While previous scholars like Dresang (1999), Kress (2003), Jewitt (2008), among others, have examined multimodality in print texts, this study specifically addresses this concept and its use in digital literature. This dissertation examines how multimodal elements within a digital or electronic work of literature impact meaning-making through a case study of Art Spiegelman's Maus II: A Survivor's Tale - And Here My Troubles Began, Chapter 2: Auschwitz (Time Flies) as it appears in the DVD MetaMaus . This digital version of Maus represents an early attempt at incorporating the newly available tools of the mid-1990s. The findings suggest that meaning emerges not only from individual modes, but also through their complex interactions and layering, requiring readers to actively engage in meaning-making across multiple semiotic domains, as theorized by Gee (2004) and the New London Group (2000). By examining what Bucher (2017) identified as the "two basic problems of multimodality" (p. 92)—compositionality and reception—this research contributes new methodological and theoretical frameworks for analyzing electronic texts and demonstrates how digital elements both complicate and clarify textual understanding. The study addresses a significant gap in scholarly approaches to studying digital literature (2006, 2007) while responding to calls from scholars like Moje (2009) for more research on how new media forms impact literacy practices.

In a digital era, people live in a cyberspace that they become part of modern society. The information that they have acquired is from the World Wide Web (WWW). This WWW has become an important medium for people in the world to disseminate information. Because of the technology of Web, cyber literature emerges. This study talks about the emergence of cyber literature which changes the way of reading and teaching in variousinstitutions. It becomes a challenge for people who teach literature because they should leave the printed text and move to the digital text as called hypertext. The existence of cyber literature also drives them change their style to analyze and criticize the work of literature. So, it becomes a challenge for them to teach literature from text to hypertext.

100. yıl ÇOCUK YILLIĞI ÇOCUK VE MEDYA ÇOCUK GÖRÜŞÜ KİTABI MERYEM MAİDE AĞALDAY* 1.Türkiye Çocuk ve Medya Kongresi'nde görev yapan 9-18 yaş arasında 115 çocuk delegenin görüşlerinden oluşan bu kitap Türkiye'de alanında hazırlanmış ilk çocuk ve medya görüşü kitabıdır. Çocukların çocuk-medya ilişkisine yönelik bakış açılarını ortaya koymuştur. Çocuklar medyaya yönelik olumlu ve olumsuz tutumlara sahiplerdir.

Las IV Jornadas de Educación a Distancia en el Nivel Superior, organizadas por la Facultad de Ciencias de la Educación (UNER), se llevaron a cabo los días 11 y 12 de agosto de 2022 con el propósito de reflexionar colectivamente sobre las transformaciones en la educación superior mediadas por tecnologías, a la luz de las experiencias acumuladas durante la pandemia por COVID-19. La propuesta recuperó los aportes de conferencias, paneles y más de treinta ponencias que abordaron el impacto de las mediatizaciones en las prácticas docentes, la gestión institucional y el derecho a la educación en entornos virtuales e híbridos. Los debates se articularon en torno a tres ejes: las prácticas pedagógicas emergentes, la territorialización e inclusión educativa en contextos virtuales, y las políticas institucionales vinculadas al desarrollo de modelos bimodales y a distancia. Esta publicación busca consolidar aprendizajes y proyectar líneas de acción que promuevan una educación superior inclusiva, flexible y de calidad en escenarios educativos complejos y en transformación.
ISSN 3008‑9115

Gilles Deleuze and Félix Guattari were French intellectuals whose collaboration yielded philosophical concepts that inform transdisciplinary research in many areas, including applied linguistics. While their conceptual creations were not designed expressly for applied linguistics research, they were intended to be mobile, to be taken up wherever they were deemed useful to think through problems arising in social, artistic, and political life. This entry traces their growing influence in literacies-and language-related research following corresponding trends in applied linguistics, specifically, the multilingual turn, the poststructural turn, the transdisciplinary turn, and the materialist and posthuman turn. Deleuze and Guattari posit a relational onto-epistemology hinging on the potential of difference to disrupt or deterritorialize. In doing so, they undermine the representational power of language and reconceptualize it in terms of an intermingling of material content with discursive expression. Taking this different understanding of language as a point of departure, this entry goes on to present concrete examples of how Deleuze-Guattarian concepts-assemblage, rhizome, becoming, affect-have been productively put to work in research in different domains of applied linguistics such as sociolinguistics, translation, language acquisition, English for Academic Purposes, and language teacher education. While acknowledging significant critique from feminist, decolonial, and anti-racist scholarship regarding Deleuze and Guattari's contribution to social and applied linguistics research, the conclusion is that they will remain useful in order to address the complexity, relationality and heterogeneity characterizing many current questions in applied linguistics.

The purpose of the study is to analyse young children's (Grade 1, ages 7-8) descriptive texts through a social semiotic lens, and to propose a metalinguistic model for analysing children's compositions in terms of intermodality. Previous research highlights the importance of teachers valuing all modes that children use to express their knowledge, identities, and emotions. This study introduces a framework grounded in Systemic Functional Linguistics to address the intermodality present in young children's compositions, focusing on alphabetic writing and drawing. The analysis identifies four categories of intermodal relations: Concurrency, Complementarity, Divergence, and Inactivity. The results of the analysis show that the intermodal relations in children's compositions are primarily worddriven. However, there are a significant number of compositions that challenge this primacy. This variety displays a variety of multimodal competences that were deemed functional by the students: Some compositions were driven by words, some by images and some by both. The framework provides valuable insights into how children use the modes of drawing and alphabetic writing to construct meaning in different ways. By developing a metalanguage for multimodal compositions, teachers can better scaffold a broad range of communicative competencies in young children, fostering richer and more inclusive classroom practices.

This themed section of the Michigan Journal of Community Service Learning centers Youth Participatory Action Research (YPAR) as a promising approach for building with and extending the interplay of voices, perspectives, and intersectional identities of youth–who we identify as individuals age 15–24, aligning with the United Nations definition–as youth enact contemporary movements toward justice in the ongoing work of and quest for social justice (Marciano & Watson, 2021; Richards-Schuster et al., 2019; Watson & Petrone, 2020). Specifically, we welcomed for inclusion in this special section renderings within and across contexts of service learning that foreground such participatory approaches. Such critical teaching and research stances actively engage young people in creating and developing knowledge about the issues that impact their lives and using their knowledge to take action. Such engagements involve youth-led efforts and youth-adult partnership efforts, among others, and in all cases center the meaningful and authentic role of young people within and across the research and knowledge development endeavor. YPAR challenges positivistic notions of researcher objectivity, instead considering youth as producers of knowledge whose lived experiences and perspectives provide valuable insight for examining issues that matter to them (Aldana & Richards-Schuster, 2021; Caraballo et al., 2017; Malorni et al., 2022; Marciano et al., 2020; Warren & Marciano, 2018; Watson et al., 2020).

Este trabalho tem como objetivo analisar de modo as pautas sociais exploradas no universo ficcional de As Five (Globoplay, 2020 - 2024) estimulam o pensamento crítico e o debate de ideias dos fãs da série brasileira na rede social X. Para a discussão desta questão realizamos um
monitoramento das postagens dos telespectadores interagentes durante as três temporadas da produção do Globoplay. Conforme pontuam Lopes (2009), Baccega (2003) e Fischer (2017) e Borges e Sigiliano (2020) a dramatização de questões sociais estimula a formação de sujeitos
críticos, ampliando o modo como percebem e compreendem o mundo em que estão inseridos. Conclui-se que as escolhas criativas e enquadramentos técnico-estéticos de As Five pautam as discussões dos telespectadores interagentes, reforçando o caráter pedagógico da ficção seriada. A mobilização dos fãs no X se desdobra também na inserção desses temas na agenda das políticas públicas, tais como o combate ao preconceito, a ampliação da representação de grupos minoritários, e no aprofundamento do debate sobre o espectro da sexualidade.

This article introduces my C.H.A.T.S. model (Conversational, Holistic, Authentic, Transformative, Situated), a novel pedagogical framework I designed to revolutionize language learning and teaching through the strategic integration of Artificial Intelligence (AI) and conversational chatbots with established learning theories. The model addresses persistent challenges in language education, including the theorypractice gap and the need for contextualised, learner-cantered approaches. Drawing on socio-constructivism, eclecticism, interactionalism, activity theory, and connectivism, the C.H.A.T.S. model provides a flexible yet structured approach to language instruction that emphasises authentic communication, holistic skill development, and situated learning. This framework positions AI chatbots as integral facilitators throughout the learning process, promoting learner agency while bridging academic knowledge with practical application. The model's five-stage implementation process offers educators a comprehensive approach to preparing learners for the demands of digital literacy in the 21st century.

Media sosial telah menjadi bagian integral dari kehidupan remaja di perkotaan, memengaruhi cara mereka berinteraksi secara sosial. Penelitian ini bertujuan untuk menganalisis dampak positif dan negatif media sosial terhadap interaksi sosial remaja, termasuk perubahan dalam komunikasi, hubungan interpersonal, dan perilaku sosial. Metode kualitatif digunakan melalui wawancara mendalam dan observasi terhadap 30 remaja berusia 13-18 tahun di wilayah perkotaan. Hasil penelitian menunjukkan bahwa media sosial memfasilitasi konektivitas dan ekspresi diri, tetapi juga memicu isolasi sosial, kecanduan digital, dan penurunan kualitas interaksi tatap muka. Rekomendasi mencakup edukasi literasi digital untuk menyeimbangkan penggunaan media sosial dan interaksi langsung.

This discussion examines the use of sound in the massive multiplayer online social platform Second Life (2003–18), by drawing upon ideas and works of traditional and new media ‘sound’ scholars and practitioners. In particular, this study draws from the theoretical works of prominent sound scholar R. Murray Schafer, and new media theorists Marshall McLuhan, Jean Baudrillard, Janine Marchessault, Lev Manovich and Edward Castonova. This study explores listening within simulated environments through a case study of sound teaching and research in what was constructed as a sound laboratory, which is situated on a simulated estate created in Second Life. Participation during the course work evoked students’ memories of childhood events and other prior experiences. The study is focused on the first phases of the project conducted during 2013 and 2014. What began as a lesson in sound literacy called forth questions about how sound contributes to understanding reality, especially when acousti...

The thesis is wholly my own work unless otherwise reference or acknowledged. In addition, I certify that all information sources and literature used are indicated in the thesis. This document has not been submitted for qualifications at any other academic institution.

In "Our Children Can’t Read", Brendon Naicker exposes how digital devices shatter attention, how the “multitasking” myth frays memory and fuels anxiety, and how algorithms reduce learning to disposable content and students to data points. Screens steal the depth, patience and contemplation that define our humanity. 

Yet hope remains. Naicker weaves neuroscience, ancient wisdom and radical solutions—revealing why teens read and retain less than any generation, sounding the alarm on “digital dementia.” He revives deep focus through Sabbath pedagogy and analogue learning spaces. 

"For exhausted parents and teachers: This manifesto reclaims reading—and with it, our children’s futures."

Zamanın hâkim ruhunu ifade eden "hakikat sonrası", iletişim teknolojilerindeki değişimle hayatın hemen her alanına nüfuz etmiştir. Nesnel verilere ve rasyonelliğe dayalı modern hakikat anlayışının yerini kişisel hakikatler, duygular ve inançların aldığı, gerçek ile sahte birbirinin yerine geçtiği, görüntünün baskın hale geldiği günümüz gösteri toplumunda; medya, bu dönemi anlamak için hem bir ayna işlevi görmüş hem de tüm araçlarıyla bu sistemi beslemiştir. Bu çalışma, hakikat kavramının tarihsel süreçteki epistemolojik dönüşümünü ele alarak, yeni medya çağında yapay zekâ teknolojisinin bir ürünü olan sentetik medya içeriklerini ve etik boyutunu incelemektedir. Hakikat kavramının Antik Çağ'dan günümüze değin geçirdiği değişim, postmodernizm ve hakikat sonrası dönemin düşünsel temelleri ile yeni medyanın hakikat algısına etkisi tartışılmaktadır. Çalışmada, yapay zekâ tabanlı sentetik medya içerikleri ve potansiyel risk unsurları incelenirken söz konusu yeni medya türü; etik, sorumluluk, dijital kimlik hakkı ve veri etiği gibi farklı perspektiflerden değerlendirilmekte ve hakikat sonrası çağla ilişkisi irdelenmektedir. Yapay zekâ teknolojileriyle üretilen sentetik medya içerikleri, hakikat sonrası çağın karakteristik özelliklerini pekiştirerek; gerçek ve sahte arasındaki ayrımı belirsizleştirmekte, bireylerin görsel-işitsel deneyime olan güvenini sarsmakta ve dezenformasyon riskini ve toplumsal düzeyde bilgiye erişim ve güven sorununu derinleştirmektedir. Sentetik medya içeriklerinin yaygınlaşması, kişisel verilerin korunması, dijital kimlik hakları ve etik sorunları beraberinde getirmektedir. Bireylerin dijital kimliklerinin güvenliği ve verilerinin izinsiz kullanımına karşı alınacak önlemler, bu bağlamda önemli bir gereklilik arz etmektedir. Özellikle, dijital okuryazarlık seviyesini yükseltmeye yönelik medya okuryazarlığı programlarının geliştirilmesi, sentetik medyanın yol açtığı etik ve güvenlik risklerine karşı etkili bir strateji olarak görülmektedir.

The paper deals with the significant technological changes in engineering education in society when it moves into Post-Industrial age. We consider the following social trends and their influence on the engineering education: Virtualization, Personalization and Ubiquitous learning. The concept of Virtual Reality allows formulating the main features of the Post-Industrial engineering education and building the concept of ubiquitous personalized learning environment.