- Literacy vs multiliteracies - The why of multiliteracies - The how of multiliteracies

1. OVERVIEW OF CONCEPTS
DR. YEE BEE CHOO
INSTITUTE OF TEACHER EDUCATION TUN HUSSEIN ONN CAMPUS
(IPGKTHO)
TOPIC 1

2. Literacy vs Multiliteracies Evolution of Learning
• The 'Why' of
Multiliteracies: Social
Transformations
• The 'How' of
Multiliteracies: Pedagogy
and Teachers' Role
Course Contents

3. Literacy
What is literacy?
Please give your answer in one or two words.
Go to www.menti.com and
use the code 3574 4697.

4. Literacy
 Traditionally, literacy is defined as the ability to read
and write the printed text (Westby, 2010).
 It is the ability to identify, understand, interpret,
create, communicate and compute, using printed and
written materials associated with varying contexts
(UNESCO, 2017)
 Language and literacy are primary tools for, and
modes of, communication (Hawkins, 2013).

5. Multiliteracy
 Multiliteracies was a term created by the New London Group
(1996) to describe the new approach to literacy pedagogy
that took into consideration the changing social
environment facing students.

6. Multiliteracy
 Multiliteracy is the ability to identify,
interpret, create, and communicate
meaning across a variety of visual, oral,
corporal, musical and alphabetical
forms of communication.
 It involves an awareness of the social,
economic and wider cultural factors
that frame communication.

7. Literacy vs Multiliteracies
Literacy
• Centered on language only
• Usually on a singular
national form of language
Multiliteracies
• Focuses on modes of
representation much broader
than language alone
• Multimodal meaning-
making
• Multimodal text design
• A focus on cultural and
linguistic diversity

8. The ‘Why’: Social Transformations
1. Globalisation
 Increasingly interconnected and
interdependent networks of people, ideas,
capital, goods, and services around the
world.
 The world has become smaller,
communication between other
cultures/language is necessary to anyone.

9. The ‘Why’: Social Transformations
2. Social Identity
 The usage of the English
language is being changed.
 There are different dialects
and subcultures that all
speak different Englishes.

10. The ‘Why’: Social Transformations
3. Technology
 The way technology and multimedia is changing
how we communicate.
 Text and speech are not the only and main ways to
communicate.
 The definition of media is being extended to
include text combined with sounds, and images
which are being incorporated into movies,
billboards, almost any site on the internet, and
television.

11. The ‘How’: Pedagogy and Teachers’ Role
 Traditional ways of teaching, such as one
reading for the entire class, no longer hold
the same relevance in today’s classrooms as
they did in the past.
 Students are from diverse backgrounds and
cultural linguistic communication while
having a variety of media inputs at the
disposal.

12. The ‘How’: Pedagogy and Teachers’ Role
Multiliteracies pedagogy
allows teachers to reflect upon
the learning styles of their
students in an effort to
venture towards a variety of
learning opportunities
including raps, rants, and
perhaps even creating or
reading info-graphics.

13. The ‘How’: Pedagogy and Teachers’ Role
Situated
Practice
Overt
Instruction
Critical
Framing
Transformed
Practice
4 Components of Multiliteracy Pedagogy
(The New London Group, 1996)

14. The ‘How’: Pedagogy and Teachers’ Role
1. Situated Practice
(The New London Group, 1996)
Practical learning situations
Mastery, immersion, and collaboration
Real-life learning

15. The ‘How’: Pedagogy and Teachers’ Role
2. Overt Instructions
(The New London Group, 1996)
Teacher encourages
critical thinking
Gives background
information before
beginning a new topic

16. The ‘How’: Pedagogy and Teachers’ Role
3. Critical Framing
(The New London Group, 1996)
Apply unknown
information to link to
previous knowledge
Relate new topics to
their experiences

17. The ‘How’: Pedagogy and Teachers’ Role
4. Transformed Practice
(The New London Group, 1996)
Students learn reflectively
to connect to their
personal goals

18. References
 The New London Group (Cazden, C., Cope, B., Kalantzis, M., et
al.). (1996). A Pedagogy of Multiliteracies: designing Social
Futures. Harvard Educational Review, 66(1), 60-92.

19. Tutorial 1a
1. List a teacher's role in implementing multiliteracies.
2. Discuss why do you choose the role.
3. Share the idea with your friends.
4. Reply to at least one of your friends' ideas.

20. Tutorial 1b
1. Search online for an infographic poster about
multiliteracies.
2. Submit it in pdf format here.
3. Explain the gist of it in the next class.

21. Join this micro-credential course “Multiliteracies” developed by Dr. Yee Bee
Choo from IPGKTHO in Open Learning at
https://www.openlearning.com/courses/multiliteracy/?cl=1
This course is open to all participants globally. You’ll earn an e-certificate when
you complete the tasks given. It’s a one-day course (maybe only one or two
hours depending on your understanding of the contents), so it won’t take much
of your time. Please refer to the progress bar on top of the page to make sure
you complete 100% so that you can get the e-certificate.
Those IPG students can record this course in the SMP IPGM System at
https://pismp.moe.gov.my/e-pelajar/
Konstruk Personaliti: Pemikiran Penemuan
Kemahiran 8K: Kemahiran
Nama Aktiviti: Kursus Multiliteracies
Peringkat: Antarabangsa
Pencapaian: Peserta
Those Malaysian teachers and lecturers under KPM and those from the
governmental sectors can record this course in SPLKPM under e-
Pembelajaran with Improve Portal.
Let’s join the course!