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Self-directed learning through new literacies: the case of a teacher of English as a foreign language

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dc.contributor.advisorJerez Rodríguez, Sonia María
dc.contributor.authorMárquez Sánchez, Jeimmy J.
dc.contributor.juryValle Zapata, Liliana Beatriz
dc.contributor.juryRacero Diz, José María
dc.date.accessioned2024-09-01T15:11:25Z
dc.date.available2024-09-01T15:11:25Z
dc.date.issued2024-04-01
dc.description.abstractEducators have been using new literacies as new opportunities for professional learning and networking. Thus, this qualitative case study explores an English language teacher's self- directedness to learn and improve his teaching practice through his new literacies, as the type of literacy constructed to stay tuned with the demands of teaching English as a foreign language. Data was collected through semi structured interviews and class observations. The results shed light on the teacher's characteristics of self-directness which facilitated the inclusion of new literacies for learning. These were found to be opportunities to share content and knowledge with peers and students. The participant teacher also revealed his continuous construction of a literacy that goes beyond two independent skills: reading and writing. Instead, there is a view of literacy as a social practice that includes new literacies that include multiple text types using different semiotic languages representing meaning linguistically, visually, spatially, or otherwise to interact with different people. Furthermore, his literacy allows him to have strategies to evaluate the content he searches and has also given him different roles such as watcher, consumer or producer. The findings also suggest that Byron has become digitally literate, and this demands being “information savvy” and capable of identifying when information is needed, how to locate it, and how to use it effectively. These findings create an invitation for education systems to think differently about teachers' new literacies and the self-directed learning that happens through them. These can no longer be underestimated but rather seem as a means of professional learning in these times of change not only for the English language teaching but education in general.eng
dc.description.degreelevelMaestría
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsINTRODUCTION ................................9eng
dc.description.tableofcontentsResearch Questions ................................12eng
dc.description.tableofcontentsTHEORETICAL FRAMEWORK ........13eng
dc.description.tableofcontentsConceptual framework ...............................................13eng
dc.description.tableofcontentsLITERACY FOR THE 21 FIRST CENTURY .................................13eng
dc.description.tableofcontentsNew literacies for the 21st century ............................................18eng
dc.description.tableofcontentsSELF- DIRECTED LEARNING AMONG TEACHERS: A COMPETENCY FOR THE 21ST CENTURY .....................................................20eng
dc.description.tableofcontentsSelf-directed Learning ............................................21eng
dc.description.tableofcontentsThe value of new literacies to support teachers' self-directed learning ......................................25eng
dc.description.tableofcontentsLITERATURE REVIEW ...................................30eng
dc.description.tableofcontentsMETHODOLOGY ..................................................38eng
dc.description.tableofcontentsResearch design ......................................38eng
dc.description.tableofcontentsContext and participants ........................................39eng
dc.description.tableofcontentsData sources .........................................................39eng
dc.description.tableofcontentsData analysis .............................41eng
dc.description.tableofcontentsEthical considerations .......................................................41eng
dc.description.tableofcontentsFindings................................................................42eng
dc.description.tableofcontentsByron’s characteristics of self-directedness ...........................43eng
dc.description.tableofcontentsByron’s new literacies as a means for learning and supporting his teaching practice ................49eng
dc.description.tableofcontentsByron’s literacy construction ...................................57eng
dc.description.tableofcontentsDISCUSSION ...............................................66eng
dc.description.tableofcontentsCONCLUSIONS..................................................71eng
dc.description.tableofcontentsREFERENCES .........................................................76eng
dc.description.tableofcontentsFigure 1. Byron’s interaction with colleagues, through multiple media sources ...........................54eng
dc.description.tableofcontentsFigure 2. Scaffolding through whatsapp ..........................................55eng
dc.description.tableofcontentsFigure 3. Use of Nearpod to create content .......................................56eng
dc.description.tableofcontentsFigure 4. Nearpod as a technological source .................................60eng
dc.description.tableofcontentsFigure 5. Partaking of personal strategies with colleagues .....................63eng
dc.description.tableofcontentsFigure 6. Use of known sources to clear up doubts ..................65eng
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8653
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programMaestría en Enseñanza del Inglés
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsNew literacieseng
dc.subject.keywordsNew literacy studieseng
dc.subject.keywordsLiteracyeng
dc.subject.keywordsSelf-directed learning (SDL)eng
dc.subject.proposalNuevas literacidadesspa
dc.subject.proposalEstudios sobre nuevas literacidadesspa
dc.subject.proposalLiteracidadspa
dc.subject.proposalAprendizaje autodirigidospa
dc.titleSelf-directed learning through new literacies: the case of a teacher of English as a foreign languageeng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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