Multiliteracies theory and pedagogy

1. Spread of
Multimodality
Proliferation of New
Communications
Technologies
End Goal:
Parallel Aspects
Differing Affordances
• The What
Competent and Capable Users of
Print and Digital Technologies
• The How
Consider the bigger picture new
digital technologies present.
• The Why - URGENCY!
Mode-Switching is a Necessity
Forms of
Representation
Meaning is
Made in
Multiple Ways
Written
Transformation
vs.
Reproduction
Multiliteracies Theory
Role of
Questions
Metalanguage
Pathways for
Divergence
Shift in
Balance of
Agency
Meaning
Making is
Active and
Dynamic
Oral
Visual
Audio
Tactile
Gestural
Spatial

2. Emancipatory View of
Possible Paths to
Improvement
1
Student draws on
existing
representations
Student
designs
something
new
Student
Actions
Another student
uses new
representation
for creation
The process is
repeated
The Process
Continues
Two Views
Realistic View of
Contemporary Society
Learning Goal
#1
Multiliteracies
Pedagogy
Teacher Factors
Engagement
Goal-Focus
Professional
Development
Disposition
Collaboration
Conceptualizing Experiencing
Reflection 4 Dimensions of
Pedagogy
Analyzing Applying
Characteristics
Rebalancing of
Agency
Divergent Learning
Opportunities
Alternative Forms
of Engagement
Different
Modalities in
Meaning Making

3. Work Cited:
Kalantzis, M., Cope, B., & Cloonan, A. (2010). A Multiliteracies Perspective on the New Literacies. In
Baker, E. (Ed.), The new literacies: Multiple perspectives on research and practice (41-60). New York, NY:
The Guilford Press.