Araştırma Makalesi
Yıl 2017,
Cilt: 3 Sayı: 8, 235 - 242, 31.08.2017
Öz
Kaynakça
- Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. Newark, DE: International Reading Association. Borsheim, C., Merrit, K., & Reed, D. (2008). Beyond technology for technology's sake: Advancing Multiliteracies in the twenty-first century. The Clearing House, 82(2), 87-90. doi: 10.3200/TCHS.82.2.87-90 Fariza Puteh-Behak & Selamat, S. (2017). Exploring the use of multiliteracies approach to enhance employability skills among Malaysian university graduates. Advanced Science Letters. Vol 24, 5. Fariza Puteh-Behak, Darmi, R., & Mohamad, Y. (2015). Implementation of a Western-based Multiliteracies Pedagogy in Malaysia: A Socio-cultural Perspective. GEMA Online® Journal of Language Studies, 15(1). Charles, A. S. (2008).From bitmaps to vector graphics: Today's multiliteracies. Journal of Maine Education, 24.17-21. Cope, B., & Kalantzis, M. (2009a). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164-195. Cope, B., & Kalantzis, M. New media, new learning. (2009b).In D. R. Cole & D. L. Pullen (Eds.), Multiliteracies in motion: current theory and practice. London: Routledge.87-103. Creghan,C & Adair-Creghan, K. (2015). The positive impact of project-based learning on attendance of an economically disadvantaged student population: A multilayer study. Interdisciplinary Journal of Problem-Based Learning. 9 (2). Chalermchai Chaichompoo. (2013). Implementing project-based instruction for students with low English proficiency: A classroom scenario. Linguaculture, 2. Gee, J. P. (2000). New people in new worlds: Networks, the new capitalism and schools. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 43-68). London: Routledge. Gee, J. P. (2002). New times and new literacies. In M. Kalantzis, G. Varnava-Skoura & B. Cope (Eds.), New worlds, new literacies, new learning, new people: Learning for the future (pp. 59 - 83). Australia: Common Ground Publishing. Grabil, J. T., & Hicks, T. (2005). Multiliteracies meet methods: The case for digital writing in English education. English Education, 301-311. Hepple, E., Sockhill, M., Tan, A. & Alford, J.H. (2014). Multiliteracies pedagogy: Creating Claymations with adoslescent, post-beginner English language learners. Iyer, R., & Luke, C. (2010). Multimodal, multiliteracies: Texts and literacies for the 21st century. In D. L. Pullen & D. R. Cole (Eds.), Multiliteracies and technology enhanced education: Social practice and global classroom (pp. 18-34). New York: Information Science Reference. Kist, W. (2003). Student achievement in new literacies for the 21st century. Middle School Journal, 35(1), 6-13. Simon, R. (2011). On the human challenges of multiliteracies pedagogy. Contemporary Issues in Early Childhood. 12 (4). 362-366. Markham, T. Project Based Learning. Teacher Librarian, 39(2). (2011). 38-42. McComas, W.F. (2014). The Language of science education. SensePublishers. USA Ooi, M.S. (2016, March 13). Making jobless grads employable. The Star Online. Retrieved from http://www.thestar.com.my P21 Partnership for 21st Century Learning (2016). Framework for 21st Century Learning. http://www.p21.org/our-work/p21-framework Silva,E. (2009). Measuring skills for the 21st century learning. Phi Delta Kappan. 90(9). 630. The New London Group. (2000). A pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures. London. 9-37. LondoRoutledge. Rotherham A.J. and Williamham, D.T (2010). 21st century skills: Not new, but a worthy challenge. American Educator, Spring.p17-20 Saavedra, A.R. and Opfer, V.D. (2012). Learning 21st century skills requires 21st century teaching. Phi Delta Kappan. 94(2). P 8-13
EXPLORING THE USE OF MULTILITERACIES PROJECT APPROACH TO ENHANCE EMPLOYABILITY SKILLS AMONG MALAYSIAN UNIVERSITY GRADUATES
Öz
Enhancing 21st
century learning skills becomes the utmost importance in the contemporary
education world. In Malaysia, the rising number of unemployment among Malaysian
university graduates is associated to the lack of 21st century
skills and it is imperative to find a pedagogical approach that could enhance
these skills. This study examines how Multiliteracies Project Approach (MPA)
enhances 21st century skills among Malaysian university graduates.
It is a qualitative study that was conducted at a public university in Nilai,
Malaysia, involving 50 students enrolled in English as a Second Language (ESL)
course. Data was collected using qualitative tools such as observation,
semi-structured interviews and reflective journals. Data was then analyzed
using a thematic analysis method. The findings of the study showed that MPA promotes the development of
collaborative, technological and critical thinking skills among students. MPA
provided students the chance to practice working effectively in in a network of
people to achieve a mutual goal. Findings also showed that students acquired
new skills when learning using MPA, including technological skills and critical
thinking skills which were significant in 21st century employment. The findings suggest that Multiliteracies Project Approach
can provide a significant pedagogical implication.
Anahtar Kelimeler
Kaynakça
- Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. Newark, DE: International Reading Association. Borsheim, C., Merrit, K., & Reed, D. (2008). Beyond technology for technology's sake: Advancing Multiliteracies in the twenty-first century. The Clearing House, 82(2), 87-90. doi: 10.3200/TCHS.82.2.87-90 Fariza Puteh-Behak & Selamat, S. (2017). Exploring the use of multiliteracies approach to enhance employability skills among Malaysian university graduates. Advanced Science Letters. Vol 24, 5. Fariza Puteh-Behak, Darmi, R., & Mohamad, Y. (2015). Implementation of a Western-based Multiliteracies Pedagogy in Malaysia: A Socio-cultural Perspective. GEMA Online® Journal of Language Studies, 15(1). Charles, A. S. (2008).From bitmaps to vector graphics: Today's multiliteracies. Journal of Maine Education, 24.17-21. Cope, B., & Kalantzis, M. (2009a). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164-195. Cope, B., & Kalantzis, M. New media, new learning. (2009b).In D. R. Cole & D. L. Pullen (Eds.), Multiliteracies in motion: current theory and practice. London: Routledge.87-103. Creghan,C & Adair-Creghan, K. (2015). The positive impact of project-based learning on attendance of an economically disadvantaged student population: A multilayer study. Interdisciplinary Journal of Problem-Based Learning. 9 (2). Chalermchai Chaichompoo. (2013). Implementing project-based instruction for students with low English proficiency: A classroom scenario. Linguaculture, 2. Gee, J. P. (2000). New people in new worlds: Networks, the new capitalism and schools. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 43-68). London: Routledge. Gee, J. P. (2002). New times and new literacies. In M. Kalantzis, G. Varnava-Skoura & B. Cope (Eds.), New worlds, new literacies, new learning, new people: Learning for the future (pp. 59 - 83). Australia: Common Ground Publishing. Grabil, J. T., & Hicks, T. (2005). Multiliteracies meet methods: The case for digital writing in English education. English Education, 301-311. Hepple, E., Sockhill, M., Tan, A. & Alford, J.H. (2014). Multiliteracies pedagogy: Creating Claymations with adoslescent, post-beginner English language learners. Iyer, R., & Luke, C. (2010). Multimodal, multiliteracies: Texts and literacies for the 21st century. In D. L. Pullen & D. R. Cole (Eds.), Multiliteracies and technology enhanced education: Social practice and global classroom (pp. 18-34). New York: Information Science Reference. Kist, W. (2003). Student achievement in new literacies for the 21st century. Middle School Journal, 35(1), 6-13. Simon, R. (2011). On the human challenges of multiliteracies pedagogy. Contemporary Issues in Early Childhood. 12 (4). 362-366. Markham, T. Project Based Learning. Teacher Librarian, 39(2). (2011). 38-42. McComas, W.F. (2014). The Language of science education. SensePublishers. USA Ooi, M.S. (2016, March 13). Making jobless grads employable. The Star Online. Retrieved from http://www.thestar.com.my P21 Partnership for 21st Century Learning (2016). Framework for 21st Century Learning. http://www.p21.org/our-work/p21-framework Silva,E. (2009). Measuring skills for the 21st century learning. Phi Delta Kappan. 90(9). 630. The New London Group. (2000). A pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures. London. 9-37. LondoRoutledge. Rotherham A.J. and Williamham, D.T (2010). 21st century skills: Not new, but a worthy challenge. American Educator, Spring.p17-20 Saavedra, A.R. and Opfer, V.D. (2012). Learning 21st century skills requires 21st century teaching. Phi Delta Kappan. 94(2). P 8-13
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 31 Ağustos 2017 |
| Gönderilme Tarihi | 26 Ağustos 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 3 Sayı: 8 |
Kaynak Göster
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