Against Functional Illiteracy
Against Functional Illiteracy

Summary/Abstract: This study is generated by the reflections upon the innovative concept of the Curricula of Romanian Language and Literature for secondary schools: multimodal text (text which combines two or more semiotic resources/ patterns of meaning construction) as an expectation for multimodal literacy in every discipline from the secondary school, according to Anglo-Saxon curricula. The most important hypothesis of our research as a case study is: if media discourses (news, reportages, photos, advertisements, statistics, documentaries, films etc.) would be used as multimodal texts and digital educational resources, the pupils’/ students’/ teachers’ products of activity as new RED/ Digital Educational Resources (projects, power point presentations, essays, reading journals, country/ county/ city guides, books and films trailers, digital storytellings etc.) will have a richer, more expressive and creative language. Furthermore, the activities will get rid of routine, monotony and boredom, answering to the pupils’/ students’ needs and expectations. Our hope is that the conclusions will led us to the fact that multiliteracy/ multimodal media literacy and his opening to the transdisciplinary space does not reinvent everything, but certainly it reorganizes already existing elements of traditional literacy in a new integrative perspective and the results are against functional illiteracy who is increasing, unfortunatly.

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