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dc.contributor.authorAndrianatos, Kristien
dc.date.accessioned2021-10-13T12:06:09Z
dc.date.available2021-10-13T12:06:09Z
dc.date.issued2021
dc.identifier.citationAndrianatos, K. 2021. Implementation of a multimodal academic literacy resource at a South African University: a critical autoethnographic reflection. International Journal of Mobile and Blended Learning (IJMBL), 13(4):83-102. [https://doi.org/10.4018/IJMBL.2021100105]en_US
dc.identifier.issn1941-8647
dc.identifier.issn1941-8655 (Online)
dc.identifier.urihttp://hdl.handle.net/10394/37574
dc.identifier.urihttps://doi.org/10.4018/IJMBL.2021100105
dc.description.abstractAs a lecturer at a higher education institution in South Africa, the author is conscious of an emphasis placed on multimodal resources as part of the globally experienced shift to teach remotely due to the COVID-19 epidemic. In this autoethnographic study, she critically reflects on her experience in planning and executing the implementation of a custom-made multimodal resource called WIReD. WIReD is an acronym for writing, information literacy and reading development. She situates academic literacy and WIReD within the theoretical framework of multiliteracies, and thereafter provides background in terms of the study context and gives a brief description of WIReD. The methodology section includes the data used, a brief discussion on validity, reliability, and the reflexive process. The data analysis led to two broad categories of implementation inhibitors, namely inadequate resources and collaboration. These hindrances highlight broader issues with regard to institutional management, lecturers, and the needs of students in the South African higher education context.en_US
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.titleImplementation of a multimodal academic literacy resource at a South African University: a critical autoethnographic reflectionen_US
dc.typeArticleen_US
dc.contributor.researchID13132873 - Andrianatos, Kristien


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