A simple relationship between multiliteracies and literacy development. This diagram was created using Microsoft PowerPoint.
How do knowledge and skills in multiliteracies contribute towards
literacy development?
Literacy is developed through the use of multiliteracies and non-linear ‘text’, which may include:
Use of semiotic knowledge and skills contribute to literacy development
Multiliteracies require learners to develop an understanding of all semiotic systems: linguistic (oral and written language); visual (still and moving images); auditory (music and sound effects); gestural (facial expression and body language); and spacial (layout and organisation of objects and space) (Anstey & Bull 2006; New London Group 1996). Semiotic knowledge and skills in turn, contribute towards the learner’s literacy development as they build their ability to synthesise, think and make meaning of text (Anstey & Bull 2006; Baguley, Pullen & Short 2010; Blanchard & Farstrup 2011; New London Group 1996; Walsh 2010).
Multiliteracies are a significant aspect of literacy given the amount of multimodal communication in our world today (Anstey & Bull 2006; Blanchard & Farstrup 2011; Cooper et al., 2013; New London Group 1996; Reid and Comber 2004; Walsh 2010).
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- listening to music or podcasts;
- using the computer, phone, tablet, Wii, Nintendo, Internet and applications; or
- looking at or constructing pictures, photos or movies (Anstey & Bull 2006; Blanchard & Farstrup 2011; Cooper et al., 2013; Reid and Comber 2004; Walsh 2010).
Use of semiotic knowledge and skills contribute to literacy development
Multiliteracies require learners to develop an understanding of all semiotic systems: linguistic (oral and written language); visual (still and moving images); auditory (music and sound effects); gestural (facial expression and body language); and spacial (layout and organisation of objects and space) (Anstey & Bull 2006; New London Group 1996). Semiotic knowledge and skills in turn, contribute towards the learner’s literacy development as they build their ability to synthesise, think and make meaning of text (Anstey & Bull 2006; Baguley, Pullen & Short 2010; Blanchard & Farstrup 2011; New London Group 1996; Walsh 2010).
Multiliteracies are a significant aspect of literacy given the amount of multimodal communication in our world today (Anstey & Bull 2006; Blanchard & Farstrup 2011; Cooper et al., 2013; New London Group 1996; Reid and Comber 2004; Walsh 2010).
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