Multiliteracies and self-directed language learning in an academic setting
Publication: European Journal of Language Policy
Volume 15, Number 2
Abstract
Abstract
Multiliteracies pedagogy, which focuses on the development of linguistic, visual and digital literacies, is closely tied to the concept of self-directed learning. This paper proposes that higher education institutions should provide students with opportunities to practise multiliteracies through self-directed learning projects. The University of Fribourg serves as a case study, with the analysis delving into the pedagogical framework and student acceptance. Evaluation data, including questionnaires and student reflections, are used to gauge the programme’s effectiveness. The study finds that providing students with resources, support and training on effective resource utilisation is essential for successful integration of self-directed language learning projects. Furthermore, the paper discusses strategies for implementing such programmes in university settings and offers recommendations for enhancement. It emphasises the importance of language policies that advocate for the benefits of self-directed learning and individual support while encouraging its integration into group classes. This approach can help address potential resource constraints and foster a more comprehensive, learner-centred educational experience.
Résumé
La pédagogie des littératies multiples, qui se concentre sur le développement des littératies linguistiques, visuelles et numériques, est étroitement liée au concept d’apprentissage autodirigé. Cet article propose que les établissements d’enseignement supérieur offrent aux étudiants des opportunités de pratiquer les multilittératies par le biais de projets d’apprentissage autodirigés. L’Université de Fribourg sert d’étude de cas, l’analyse approfondissant le cadre pédagogique et l’acceptation par les étudiants. Les données d’évaluation, y compris les questionnaires et les réflexions des étudiants, sont utilisées pour évaluer l’efficacité du programme. L’étude révèle que fournir aux étudiants des ressources, un soutien et une formation sur l’utilisation efficace des ressources est essentiel pour une intégration réussie des projets d’apprentissage des langues autodirigés. En outre, le document discute des stratégies pour mettre en œuvre de tels programmes dans les milieux universitaires et propose des recommandations d’amélioration. Il souligne l’importance des politiques linguistiques qui prônent les avantages de l’apprentissage autodirigé et du soutien individuel tout en encourageant son intégration dans les cours collectifs. Cette approche peut aider à résoudre les contraintes potentielles en matière de ressources et favoriser une expérience éducative plus complète et centrée sur l’apprenant.
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Published In
European Journal of Language Policy
Volume 15 • Number 2 • 12 October 2023
Pages: 245 - 272
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Published online: 12 October 2023
Published in print: 12 October 2023
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