Investigating international postgraduate Business students' multimodal literacy and numeracy practices: A multidimensional approach. بحث المعارف الكتابية والرقمية متعددة الأشكال University of Adelaide, Adelaide, Australia. DOI: 10.13140/2.1.1407.9367

Suleiman, Alyousef, Hesham . 2014
Publication Work Type: 
Unpublished PhD thesis, University of Adelaide, Adelaide, Australia. DOI: 10.13140/2.1.1407.9367
Publishing City: 
literacy practice, literacies; numeracy, metafunction, SFL, SF-MDA, discourse analysis
Thesis Type: 
PhD Thesis
University of Adelaide
Publication Abstract: 

The purpose of this ethnographic case study is to document multimodal literacy and numeracy practices of seven Saudi postgraduate students enrolled in the Master of Commerce Accounting program at the University of Adelaide, Australia. Specifically, it aims to investigate the interrelated dimensions of multimodal texts, literacy and numeracy practices, and contexts.

The study employs a multidimensional framework for researching the participants’ literacy and numeracy practices in three course modules: Accounting Concepts and Methods, Principles of Finance, and Management Accounting. The study includes a metadiscourse analysis of collaborative wiki literacy practices in the Intermediate Financial Reporting module. The framework consists of three stages of analysis: description of literacy and numeracy requirements, description of literacy events and participants’ actual practices and their experiences, and a Systemic Functional Multimodal Discourse Analysis (SF-MDA) of Business texts. The analysis of the study is primarily based on Systemic Functional Linguistics (SFL) (Halliday, 1985; Halliday & Hasan, 1976; Halliday & Matthiessen, 2004). The findings of the case study revealed the academic literacy and numeracy practices students were expected to manage with in key topics in the business modules.

The analysis of the three accounting modules and the online literacy practices revealed the multimodal and multisemiotic nature of accounting discourse, diversity of text type, the literacy and numeracy practices, and features of collaborative learning. The multiple-perspective framework has implications for the investigation of tertiary students’ literacy practices in other disciplines with the application of an SF-MDA of financial statements, graphs, and mathematical symbolism.