Digital Literacy and Metaphorical Models

Carolina Girón García, Ignasi Navarro Ferrando

Abstract

It is an acknowledged fact that the appearance of new genres in cyberspace has shifted the main focus of instruction strategies nowadays. Learners of any field are challenged by the acquisition of a new type of literacy, digital literacy –how to read and write, or how to interact, in and through the Internet. In this line, websites often show expressions like "home", "visit", "down-load", "link", etc. which are used in a new sense that did not exist before the digital era. Such expressions constitute the manifestation of mental models that have been transferred from traditional conceptual domains onto the new knowledge domain of the Internet. These conceptual metaphors are some of the cognitive models that help in the conceptualization of new cybergenres. This paper points at describing how these cognitive models build our notion of diverse cybergenres in English – e.g. the weblog, the social network, the cybertask. Our aim here consists in detecting these metaphorical models as well as describing and classifying their conceptual mappings between domains. With that purpose, some digital materials are analyzed, so as to test the hypothesis that such mappings and models guide the user's representation of the genre, as a coherent structure.


Keywords

Digital literacy; New literacies; Spontaneous new literacies; New technology skills; Learning styles; Style-blending; Style-switching; ICT’s

Full Text:

PDF

References

Caballero, R. (2003). Metaphor and Genre: The Presence and Role of Metaphor in the Building Review. Applied Linguistics. 24/2, 145-167. DOI: 10.1093/applin/24.2.145

Caballero, R. (2005). The Rhetoric of Metaphor in Genre Settings: The Case of Building Reviews. In Maalej, Zouhair (ed) Metaphor, Cognition and Culture: Selected Papers from the Fourth International Conference on Researching and Applying Metaphor (RAAM IV). Manouba-Tunis, Tunisia: Faculty of Letters, Arts and Humanities, 37- 59.

Dunn, R., and S. Griggs. (1988). Learning styles: Quiet revolution in American sec- ondary schools. Reston, Va.: National Association of Secondary School Principals.

Girón-García, C. (2013). Learning Styles and Reading Modes in the Development of Language Learning Autonomy through “Cybertasks", Ph.D. Universitat Jaume I. Retrieved from http://hdl.handle.net/10803/125440

Girón-García, C. and Ruiz-Madrid, M. N. (2014). Design and development of a WebQuest for the course ‘English Applied Linguistics: An Introduction’ (EA0914). Evaluation of its educational role in the classroom.

Girón-García, C. and Gaspar-Verdú, M. V. (2012). Foreign language learning in ICT contexts: A study of learning styles and reading modes in English, French and German. EDULEARN12 Proceedings, 143-148.

Kern, R. (2000). Literacy and Language Teaching, Oxford University Press, 2000.

Kress, G. (2004). Literacy in the New Media Age. London: Routledge.

Kellner, D. (1997). "Intellectuals, the New Public Spheres, and Technopolitics," New Political Science 41-42 (Fall): 169-188.

Kövecses, Z. (2010). Metaphor. A Practical Introduction, Oxford: Oxford University Press.

Labbo et al. (2003). Teacher wisdom stories: Cautions and recommendations for using computer-related technology for literacy instruction [Electronic version]. Reading Teacher, 57 (3), 300-304.

Lakoff, G. (1987). Women, Fire and Dangerous Things. What Categories Reveal about the Mind. The University of Chicago Press. DOI: 10.7208/chicago/9780226471013.001.0001

Lakoff, G. (1993). The Contemporary Theory of Metaphor. In A. Ortony (ed.) Metaphor and Thought. Cambridge University Press. DOI: 10.1017/CBO9781139173865.013

Luzón, M.J. and Ruiz-Madrid, N. (2008). Learning to learn in a digital context: Language learning webtasks for an autonomising “wreading” competence. Corell.

Luzón, M. J., Ruiz-Madrid, M. N. and Villanueva, M. L. (2009). Students´ Perceptions of Language Learning Webtasks to Develop Electronic Literacy. In Helping people to learn foreign languages: teach-niques and teach-nologies. Universidad Católica San Antonio de Murcia. 156-173.

Navarro, I. (2008) Metaphorical ICMs in cybergenre representation, vol 7, Studia Universitatis Petru Maior. Series Philologia, Targu Mures.167-177.

Navarro, I. and A. J. Silvestre. (2009). The Role of ICMs in Cybergenre Representation and Reading Modes. In M. Navarro Coy (ed.) Practical Approaches to Foreign Language Teaching and Learning. Linguistic Insights 78. Berlin/NY: Peter Lang. 269-292.

Navarro, I., M. L. Villanueva, C. Girón-García and A. J. Silvestre (2008). Cybergenres and Autonomous Language Learning: Pragmatic Strategies and Cognitive Models in the Production and Processing of Digital Genres, INTED2008 Proceedings, International Association for Technology, Education and Development, IATED Publications.777-786.

Ponterotto, D. (2000). The Cohesive Role of Cognitive Metaphor in Discourse and Conversation. In Barcelona, Antonio (ed) Metaphor and Metonymy at the Crossroads: A Cognitive Perspective. Berlin-New York: Mouton de Gruyter, 283- 298.

Ponterotto, D. (2005). Text, Context and Cognitive Metaphor. In Baicchi, Annalisa et al. (eds) Modelling Thought and Constructing Meaning. Cognitive Models in Interactions. Milano: Franco Angeli, 156- 169.

Schmar-Dobler, E. (2003). Reading on the Internet: The link between literacy and technology. Journal of adolescent and adult literacy, 47(1), 80-85.

Shepherd, M. A., Watters, C. R. and Kennedy, A. (2004). Cybergenre: Automatic Identification of Home Pages on the Web. J. Web Eng., 3(3-4), 236-251.

Shepherd, M. A. and Watters, C. (1998). The Evolution of Cybergenres. Proceedings of the 31st Hawaii International Conference on System Sciences. Maui, Hawaii: IEEE, 2, 97-109.

Toms, E. G. and Campbell, G. (1999). Genre as Interface Metaphor: Exploiting Form and Function in Digital Environments. Proceedings of the 32nd Hawaii International Conference on System Sciences. Maui, Hawaii IEEE Press, 2, 9pp.

Villanueva, M.L. and Navarro, I. (1997). Los estilos de aprendizaje de lenguas. Castellón: Publicacions de la Universitat Jaume I, Col.lecció Summa, Sèrie Filològia 6.

Villanueva, M. L. et. al. (2008). Understanding Cybergenres as Semiotic Artefacts: Meaning and Cognition beyond Standardized Genres. Computers and Composition on line. Amsterdam: Elsevier Publishing.

Van Dijk, T.A. and Kintsch, W. (1983) Strategies of Discourse Comprehension. New York. Academic Press.

Abstract Views

1413
Metrics Loading ...

Metrics powered by PLOS ALM





This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivs 4.0 Internacional License.

Universitat Politècnica de València

e-ISSN: 2341-2593   https://dx.doi.org/10.4995/muse