The annotations of these ten articles explored the ideas ofmultiliteracies, the Four Resources Model, critical literacy and diversityin the classroom. Majourity of the articles are based on The NewLondon Groups work on multiliteracies and Luke and Freebody’s FourResources Model. The term ‘multiliteracies’ refers to theunderstanding, using and critically evaluating different multi-modaltexts that are constantly developing and evolving because of culturaland societal changes and the use of new information andcommunications technologies such as visual, written and oral (Jan2009). It is evident that several Multiliteracy frameworks andpedagogical approaches were discussed throughout the journals. Lukeand Freebody’s Four Resources Model was another connection whichwas developed throughout these articles as their work has influencedthe way in which we view literacy teaching and learning (Freebody &Luke, 1990).
After reviewing these ten articles it has become evidentthat there are four main approaches when applying thepedagogy of multiliteracies. The first of which is Luke andFreebody’s Four Resource Model, with its code breaker,text user, text participant and text analyst. Secondly thereare the four Multiliteracy components. These are situatedpractice, overt instruction, critical framing andtransformed practice. The next pedagogical approachwhich is used within the multiliteracies pedagogy withthe concepts of visual design, gestural design, spatialdesign, audio design and linguistic design. Finally there isthe learning by design elements, with experiencing,applying, and conceptualising.
Frameworks within the articles focus on Cope andKalantzis’ Learning by Design framework and themultiliteracies approach. The Four Resources Model isalso referenced widely in the articles and often incombination with the multiliteracies approach. Theseapproaches are referred to in many of the current articlesand perspectives on 21st century literacy education. As aresult of diverse classroom environments in today’ssociety, educators need to adopt a combination of theseapproaches to make students successful literacy learners.Each article and book chapter provides another essentialstep in the long process of becoming a successful literacyeducator in the future.
Critical literacy is developed from Pablo Freire’stheory of critical pedagogy, which called for asweeping transformation in education so thatteachers and students ask fundamentalquestions relating to knowledge, justice andequity (McDaniel, 2004; Wink 2000).
It is extremely important for past, present andfuture teachers to have a deep understanding ofthe multiliteracies pedagogy, to be aware ofdiversities, identify individual students’differences and effectively embrace this newliteracies pedagogy. For a teacher to besuccessful with teaching multiliteracies tostudents they will continually have to evaluatetheir own teaching methods and adjustaccordingly.
ReferencesMcDaniel, C. (2004). Critical literacy: A questioning stance and the possibility for change. The reading teacher, 57, 472-481.Wink, J. (2000). Critical pedagogy: Notes from the real world (2nd ed.). New York: Longman.To visit the annotations of the articles and the critical reflection please visit:http://www.slideshare.net/kait_91/edx3270- 12064177