What are multiliteracies?
Definition of multiliteracies
The term multiliteracies was first used by the New London Group (1996) to encapsulate a wider view of literacy, taking into account the impact of the increase in communication channels and the prominence of cultural and linguistic diversity in the world (New London Group 1996). In order to fully appreciate the impact of these changes, an understanding of the term literacy is needed. Definition of literacy Literacy has traditionally meant “the ability to read and write; a synthesis of language, context, and thinking that shapes meaning” (Winch, Ross Johnston, Marsh, Ljungdahl & Holliday 2011, p. 697). This definition is focussed on a linear view of ‘text’, that is, something that can be read from left to right (Cope & Kalantzis 2000; Walsh 2010). |
Multiliteracies pedagogy
In contrast, the term multiliteracies takes into account how literacy has been influenced by “social, cultural, and technological change” (Anstey & Bull 2006, p.23). As a consequence, a “pedagogy of multiliteracies” (Cope & Kalantzis, 2000 p.5) encompasses a broader representations and multimodal communication (Cope & Kalantzis, 2000; Walsh 2010). A multiliteracies pedagogical approach means ‘text’ is often non-linear, as linear 'text' is often integrated with multimodal 'text' including audio, images, sound, graphics, and film through technology (Cope & Kalantzis 2000; Walsh 2010). This approach enables teachers to be creative in the literacy classroom by integrating movies, the Internet, music, art, photos and a range of other digital resources (Multiliteracies expanding teacher's creativity 2011).
From a literacy perspective, the Australian Curriculum requires educators to use and produce multimodal texts (ACARA 2012).
Previous page Next page
In contrast, the term multiliteracies takes into account how literacy has been influenced by “social, cultural, and technological change” (Anstey & Bull 2006, p.23). As a consequence, a “pedagogy of multiliteracies” (Cope & Kalantzis, 2000 p.5) encompasses a broader representations and multimodal communication (Cope & Kalantzis, 2000; Walsh 2010). A multiliteracies pedagogical approach means ‘text’ is often non-linear, as linear 'text' is often integrated with multimodal 'text' including audio, images, sound, graphics, and film through technology (Cope & Kalantzis 2000; Walsh 2010). This approach enables teachers to be creative in the literacy classroom by integrating movies, the Internet, music, art, photos and a range of other digital resources (Multiliteracies expanding teacher's creativity 2011).
From a literacy perspective, the Australian Curriculum requires educators to use and produce multimodal texts (ACARA 2012).
Previous page Next page