Intercultural and Digital Literacies in Portuguese Teaching

Recommended Prerequisites

Not applicable.

Teaching Methods

The curricular unit will work on a periodic assessment basis: presentation of contents, clarification of doubts and guidance on tasks by the teachers; presentation and discussion of comments and tasks by the students. Lectures by external researchers/teachers.

Learning Outcomes

The curricular unit on Digital and Intercultural Literacies in Portuguese Teaching aims to develop students' abilities in the context of teaching and learning. Specifically, students will: (i) identify the resources used in multimodal texts where linguistic and cultural diversity is clear; (ii) analyze and interpret digital texts and online interactions; (iii) develop, plan, and create digital texts and online interactions; (iv) evaluate and provide a critical appraisal of digital texts and online interactions. To successfully complete this course unit, students must fulfill the following requirements:

1. Present an oral analysis of digital teaching resources;

2. Create digital didactic material about one of the typologies covered in class, incorporating an intercultural communication dimension;

3. Write a critical reflection on a didactic resource in the context of interculturality.

Work Placement(s)

No

Syllabus

The Digital and Intercultural Literacies in Portuguese Teaching program encompasses:

(i) multimodal communication focused on socio-semiotic practices, which include digital mediators, social networks, and non-human actors, as well as the reconfiguration of textual sequences using a variety of resources, including written texts, dialogues, static and moving images, music, sounds, layouts, and hypertext narratives; (ii) the use of digital technologies and their pedagogical applications, specifically the relationship between print and digital cultures, as well as the role of digital interfaces in knowledge creation, mediation, and reception practices; (iii) intercultural communication and specific linguistic and cultural communities within the classroom and school context by exploring cultural practices, discursively constructed identities, enunciative subjectivity in both online and offline communication, and the linguistic and semiotic modes used to represent identities.

Head Lecturer(s)

Professor a Definir - Faculdade de Letras

Assessment Methods

Assessment
In-class participation: 30.0%
Resolution Problems: 35.0%
Synthesis work: 35.0%

Bibliography

Benjamin, W. ([1936] 2008) The Work of Art in the Age of its Technological Reproducibility. In (ed.) M.Jennings, B.Doherty&T.Levin. The Work of Art in the Age of its Technological Reproducibility and Other Writings on Media. HUP

Crystal, D. (2007) Language and the Internet. CUP

Drucker, J. (2013) Performative Materiality and Theoretical Approaches to Interface. Digital Humanities Quarterly7(1)

Grigar, D. (2021) Introduction. Electronic Literature as Digital Humanities: Contexts, Forms, and Practices. Bloomsbury Press

Herring, C.(ed.) (1996) Computer-mediated Communication: Linguistic, Social & Cross-cultural Perspectives. Benjamins

Kalantzis, M. et al. (2016) Literacies. CUP 

Kress, G. (2009) Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge

Lankshear, C. and Knobel, M. (2011). New Literacies. Everyday Practices and Social Learning. McGraw-Hill

Maduro, D. (2014) Characters don’t need closure: a aventura impressa e digital. Revista de Estudos Literários 4:377-392