How can multiliteracies be used effectively in the literacy classroom?
Multiliteracies are most effective when used to support the curriculum and complement the literacy knowledge and skills that are developed by using books, pens and paper (Blanchard & Farstrup 2011; Labbo and Place 2010; Walsh 2010; Winch et al., 2011).
A number of models can be used to support the effective use of multiliteracies in the classroom (Anstey & Bull 2006; Luke & Freebody 1999; Mishra & Koehler 2006; Unsworth 2001). Two of these models are discussed below:
A number of models can be used to support the effective use of multiliteracies in the classroom (Anstey & Bull 2006; Luke & Freebody 1999; Mishra & Koehler 2006; Unsworth 2001). Two of these models are discussed below:
- The Four Resources Model (Luke & Freebody 1999) and
- the Technological Pedagogical Content Knowledge (TPACK) model (Anstey & Bull 2006; Mishra and Koehler 2006).
The Four Resources Model
The Four Resources Model suggests that all four resources are equally important as learners engage in several practices in combination (Luke & Freebody 1999).
The resources learners and those that are multiliterate draw on when using text are: code breaker, meaning maker, text user and
text critic (Anstey & Bull 2006; Hill 2012; Luke & Freebody 1999). Further detail on each is set out in the table below.
Anstey and Bull (2006) suggest that teachers need to use pedagogies that teach students these skills to enable them to become multiliterate. This could be done by using the questions set out in the table below as the basis for structuring lessons and small group discussions to analyse any form of multimodal text (Hill 2012; Upper Yarra Community House 2008).
The resources learners and those that are multiliterate draw on when using text are: code breaker, meaning maker, text user and
text critic (Anstey & Bull 2006; Hill 2012; Luke & Freebody 1999). Further detail on each is set out in the table below.
Anstey and Bull (2006) suggest that teachers need to use pedagogies that teach students these skills to enable them to become multiliterate. This could be done by using the questions set out in the table below as the basis for structuring lessons and small group discussions to analyse any form of multimodal text (Hill 2012; Upper Yarra Community House 2008).
Technological Pedagogical Content Knowledge (TPACK) model
Effective teaching of multiliteracies links content knowledge (what is learnt), pedagogical knowledge (how it is taught), and technology (ICT) (Mishra and Koehler 2006). The combination is described as Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler 2006). A visual representation of this model is to the side.
This means the use of technology is most effective when it is planned and integrated into lessons rather than just being an add-on or to fill in time once planned work has been completed (Farstrup 2011; Labbo and Place 2010; Walsh 2010; Winch et al., 2011). This means that a genuine, authentic purpose is needed (Luke & Freebody 1999; New London Group 1996). |