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CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1448805
This article is part of the Research Topic Educational Transformation: 21st century skills and challenges for higher education View all 21 articles

Enhancing Multimodal Literacy Through Community Service Learning in Higher Education

Provisionally accepted
Janaina Minelli De Oliveira Janaina Minelli De Oliveira *
  • University of Rovira i Virgili, Tarragona, Spain

The final, formatted version of the article will be published soon.

    This Curriculum, Instruction, and Pedagogy (CIP) article outlines the pedagogical design of a course that uses Community Service Learning (CSL) to foster undergraduate students’ multimodal literacy development. The article draws on a social semiotics approach to learning and communication and aligns with progressive pedagogical designs that prioritize learners’ active participation. The course syllabus, methodological procedures, and assessment strategies are described. CSL serves as a means for higher education teachers to embrace civic and social responsibilities, promoting values such as solidarity and generosity through their teaching. This article examines the challenges and benefits associated with CSL and offers insights to inspire higher education teachers to adopt pedagogical designs based on creativity, solidarity, and generosity.

    Keywords: Digital Literacy, multimodal literacy, Community service learning, higher education, Communication Skills, social engagement

    Received: 13 Jun 2024; Accepted: 12 Nov 2024.

    Copyright: © 2024 De Oliveira. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Janaina Minelli De Oliveira, University of Rovira i Virgili, Tarragona, Spain

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.