<![CDATA[The current era of disinformation is characterized by the widespread dissemination of misleading information that goes beyond text-based formats to utilize multimodal modes such as images, videos, and audio. This situation necessitates the development of a more adaptive form of critical literacy that extends beyond traditional approaches focused solely on written text. This study aims to examine the effectiveness of multimodal discourse analysis as a pedagogical tool for enhancing university students' critical literacy skills when engaging with digital disinformation content. Employing a classroom action research design, the study involved 64 participants from Communication Science and Language Education programs. The intervention consisted of five training sessions integrating multimodal analysis frameworks (e.g., visual layout, typography, audio elements, and text-image relationships) alongside critical discussions based on actual disinformation cases from social media. Quantitative data were gathered via pre- and post-tests using the Critical Literacy in Multimodal Text Inventory (CLMTI), while qualitative data were derived from written reflective analyses. The results indicate a significant improvement in participants' critical literacy scores (t(63)=8.47, p<.001, Cohen's d=1.06), particularly regarding the identification of multimodal bias and source evaluation. Qualitative analysis revealed that participants began to connect multimodal design elements with underlying ideological intentions. The study concludes that integrating multimodal discourse analysis into critical literacy curricula is an effective strategy for equipping individuals with the skills to deconstruct messages in the disinformation era. Recommendations include the development of interdisciplinary teaching modules and the provision of continuous training for educators.]]>
Copyrights © 2024
