This document contains annotations and summaries of multiple sources related to multiliteracies. It discusses how technologies and globalization are changing communication and requiring new approaches to literacy education. Several sources propose a "multiliteracies pedagogy" that teaches linguistic, visual, audio, and spatial literacies. Teachers are encouraged to incorporate multimodal texts and address the diverse experiences students bring from home. Later sources address more specific topics like gaming literacy and using a "four resources model" to teach literacy across subject areas.
This document provides summaries of 6 sources related to multiliteracies:
1. Anstey and Bull (2006) provides guidelines for lesson planning in line with multiliteracy pedagogy and analyzes the role of Cazden and Gee in multiliteracy development.
2. Cope and Kalantzis (2009) examines what constitutes appropriate literacy pedagogy after technological changes and the impacts on people's lives. It discusses the "moves" of multiliteracy pedagogy.
3. Unsworth (2001) provides a framework for traditional and multiliteracy pedagogies to prepare students for the 21st century with both electronic and conventional texts.
4. Em
This critical essay synthesizes research on multiliteracies pedagogy in the 21st century classroom. It discusses how literacy has expanded beyond traditional reading and writing to include comprehension of digital technologies. To be literate now requires skills in consuming various semiotic systems enabled by technologies. While students are exposed to diverse technologies at home, the classroom often lacks resources and professional development for teachers to fully incorporate multiliteracies. The essay argues schools must reduce this "digital divide" by modifying practices to include students' out-of-school literacy experiences and prepare them for an increasingly digital society.
Multiliteracies in the secondary english classroomAqyn Ikhwan
This document summarizes a research article about two secondary English teachers, Helen and Scott, who worked to incorporate multiliteracies into their classrooms. The teachers aimed to expand students' understanding of literacy beyond just reading comprehension and writing. Through case studies of the teachers' classrooms, the researchers examined how each teacher conceptualized literacy, incorporated multiliteracies into their teaching, and engaged students. The researchers found that while conceptions of literacy have expanded, traditional print literacy remains dominant in many classrooms. They argue secondary English teachers must help students develop competencies across diverse literacies to prepare them for the 21st century.
Literacies and multiliteracies in Early ChildhoodRo75Ki76
Literacy is more than just reading and writing, and involves making meaning from various modes like visual and audio. As society and technology change, literacy has become increasingly multimodal. Teachers must broaden their understanding of literacy to recognize how children make meaning from different modes. To do so, teachers should build partnerships with families to understand children's home literacy practices and design learning experiences that connect to students' daily lives. This will help students transfer skills between home and school and succeed with literacy.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
How to improve multiliteracies in the classroom using new literaciesTiffany Kelly
The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
The document discusses the importance of multiliteracy education in modern society. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to prepare them for an increasingly digital world. These include the ability to understand, critique, and create with various media and technologies. The sources argue this approach helps shape students into well-rounded citizens who can participate fully in public life and the workforce. A synthesis concludes that multiliteracy education helps design fulfilled futures for students by giving them diverse literacy knowledge and insights into real-world scenarios through hands-on learning experiences.
The document discusses the concept of multiliteracies and its importance in education. It begins by defining multiliteracies as going beyond traditional literacy to include non-linguistic forms of communication and representation, influenced by social and cultural factors. While multiliteracies may require changes to teaching, the document argues that slight modifications combined with understanding students' interests can help embrace this approach. It also discusses how communication is complex, involving multiple literacies, and the importance of connecting new learning to what students already know to help them internalize concepts. Embracing students' diverse strengths and a comprehensive approach acknowledging different literacy processes is key to a multiliteracies framework.
This document provides summaries of 6 sources related to multiliteracies:
1. Anstey and Bull (2006) provides guidelines for lesson planning in line with multiliteracy pedagogy and analyzes the role of Cazden and Gee in multiliteracy development.
2. Cope and Kalantzis (2009) examines what constitutes appropriate literacy pedagogy after technological changes and the impacts on people's lives. It discusses the "moves" of multiliteracy pedagogy.
3. Unsworth (2001) provides a framework for traditional and multiliteracy pedagogies to prepare students for the 21st century with both electronic and conventional texts.
4. Em
This critical essay synthesizes research on multiliteracies pedagogy in the 21st century classroom. It discusses how literacy has expanded beyond traditional reading and writing to include comprehension of digital technologies. To be literate now requires skills in consuming various semiotic systems enabled by technologies. While students are exposed to diverse technologies at home, the classroom often lacks resources and professional development for teachers to fully incorporate multiliteracies. The essay argues schools must reduce this "digital divide" by modifying practices to include students' out-of-school literacy experiences and prepare them for an increasingly digital society.
Multiliteracies in the secondary english classroomAqyn Ikhwan
This document summarizes a research article about two secondary English teachers, Helen and Scott, who worked to incorporate multiliteracies into their classrooms. The teachers aimed to expand students' understanding of literacy beyond just reading comprehension and writing. Through case studies of the teachers' classrooms, the researchers examined how each teacher conceptualized literacy, incorporated multiliteracies into their teaching, and engaged students. The researchers found that while conceptions of literacy have expanded, traditional print literacy remains dominant in many classrooms. They argue secondary English teachers must help students develop competencies across diverse literacies to prepare them for the 21st century.
Literacies and multiliteracies in Early ChildhoodRo75Ki76
Literacy is more than just reading and writing, and involves making meaning from various modes like visual and audio. As society and technology change, literacy has become increasingly multimodal. Teachers must broaden their understanding of literacy to recognize how children make meaning from different modes. To do so, teachers should build partnerships with families to understand children's home literacy practices and design learning experiences that connect to students' daily lives. This will help students transfer skills between home and school and succeed with literacy.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
How to improve multiliteracies in the classroom using new literaciesTiffany Kelly
The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
The document discusses the importance of multiliteracy education in modern society. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to prepare them for an increasingly digital world. These include the ability to understand, critique, and create with various media and technologies. The sources argue this approach helps shape students into well-rounded citizens who can participate fully in public life and the workforce. A synthesis concludes that multiliteracy education helps design fulfilled futures for students by giving them diverse literacy knowledge and insights into real-world scenarios through hands-on learning experiences.
The document discusses the concept of multiliteracies and its importance in education. It begins by defining multiliteracies as going beyond traditional literacy to include non-linguistic forms of communication and representation, influenced by social and cultural factors. While multiliteracies may require changes to teaching, the document argues that slight modifications combined with understanding students' interests can help embrace this approach. It also discusses how communication is complex, involving multiple literacies, and the importance of connecting new learning to what students already know to help them internalize concepts. Embracing students' diverse strengths and a comprehensive approach acknowledging different literacy processes is key to a multiliteracies framework.
Children are used to fast information through technology and integrate it into their social and leisure activities. As teachers, we need to consider how to incorporate technology into our lessons to engage students in learning content, as literacy is now multi-modal and children reach knowledge through various visual and oral means. Teachers must prepare for this change and be able to use technology themselves to connect with how children currently learn both in and out of school.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Multiliteracy refers to a broader concept of literacy that involves using multimedia resources to learn, work, communicate, connect with others, share knowledge, and have fun in the 21st century. Teaching multiliteracy involves integrating subjects like art and music for communication and creation, interacting with content and culture, problem-solving and critical thinking, learning to learn, collaborative work, and shifting teacher and student roles to include organizing, authoring, editing, communicating, and creating. Incorporating technology and multimedia allows for content-based and project-based teaching using tools that develop higher-order thinking skills according to Bloom's digital taxonomy, such as web lessons, cyberhunts, webquests, blogs, and wikis
This document discusses the concept of multiliteracies as developed by the New London Group. It was coined to describe the growing linguistic and cultural diversity in communities as well as the influence of new communication technologies where meaning is made through multimodal ways. The multiliteracies framework views knowledge and meaning as socially constructed and advocates for an education that develops flexible, active learners who can communicate and solve problems in diverse contexts rather than passively receiving information. It involves immersing students in experiences, overt instruction, critically analyzing socio-cultural contexts, and applying learning in new situations.
New literacies refer to the digital skills needed to manage information and communicate in today's digital world. Classrooms are increasingly incorporating a wide range of modalities beyond traditional print texts, including graphical, auditory, and other modes of meaning-making. Literacy now involves all forms of communication and managing information across different media. For students to be prepared for the 21st century, educators must go beyond just using technology and teach digital literacies by integrating them into core content instruction. This will provide authentic learning experiences that develop both subject knowledge and vital literacy skills.
1) This document provides annotations for 10 sources on the topic of multiliteracies and visual literacy. It discusses how literacy has evolved beyond just reading and writing text to include visual and digital modes.
2) An overview section synthesizes the sources, explaining that literacy is culturally determined and influenced by technology. It introduces the concept of "multiliteracies" and how teachers must incorporate visual and digital literacies to engage today's students.
3) A self-reflection discusses the author's experience using PowerPoint and YouTube to complete the assignment. They learned the importance of lifelong learning and embracing new technologies, even as a "digital immigrant."
This document discusses new literacies, multiliteracies, and multimodality in the context of changing communication practices. It defines these terms and concepts, including: new literacies encompass changing approaches with new contexts and identities; multiliteracies refers to linguistic diversity and use of modes in meaning-making; and multimodality informs how meaning is made. The document also addresses digital literacies and decision-making online, characteristics of new literacies research, integrative and interactive reading/writing on screens, and the impact of social networking - concluding it is essential educators learn to use different communication modes for classroom learning.
Teaching in the 21st century multimodalAnna Cameron
This document discusses teaching practices for the 21st century. It defines multiliteracies as literacy practices that combine traditional reading and writing with new technologies and modes of representation. The document provides examples of how teachers can incorporate multiliteracies into their classrooms, such as through blogging, wikis, storyboarding, social media, and video/photo editing software. It argues that teachers must adapt their instructional methods to engage students accustomed to visual/digital media and foster collaboration, creativity, and critical thinking through technology.
The document discusses the mission of education according to the New London Group. It aims to ensure all students can fully participate in society and the economy. Literacy pedagogy must account for increasing diversity and types of texts. The term "multiliteracies" describes the multiplicity of communication channels and increasing cultural diversity in a globalized world. It also summarizes how working, public, and private lives have changed with globalization, new technologies, and emphasis on markets and identity. Schools must prepare students for diverse and changing realities by transforming outcomes incrementally and supplementing what schools already do.
The document discusses the importance of multiliteracies in education. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to succeed in today's digital world. These include the ability to understand, critique, and create using a variety of multimedia texts. The sources argue this prepares students for real-life problem solving and participation in society. Effective teaching approaches like the four resources model can help incorporate multiliteracies into lesson planning and learning environments.
The document is a literature review by student Sue Caudery containing summaries of 14 sources on the topic of multiliteracies and the use of information and communication technologies (ICTs) in early childhood education. A common theme across the sources is that as technology and multimodal texts are increasingly part of children's lives, early childhood educators must provide multiliterate learning environments that incorporate ICTs and accommodate students' diverse experiences and backgrounds. Many authors believe immersing young children in problem-solving activities using ICTs can promote independent thinking skills.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
This document summarizes an article from the Modares Educational Journal in TEFL that analyzes the use of metadiscourse in applied linguistics journal articles written in English by native English writers and Iranian writers. Metadiscourse refers to linguistic elements that help guide readers through a text and project the writer's voice and stance. The study examines 40 journal articles using Hyland's model of metadiscourse, which categorizes elements as interactive or interactional. The results show that native English writers use slightly more metadiscourse overall, but the difference is not significant. Evidentials and transitions are the most common elements for both groups. Overall, interactive elements are used more than interactional ones. The study suggests Iranian
The document discusses new literacies required for the 21st century, including digital literacy, visual literacy, and critical literacy. It defines each type of literacy and provides examples. Digital literacy involves using technology to locate, organize, understand, and communicate information. Visual literacy is interpreting and making meaning from images. Critical literacy encourages analyzing texts from different perspectives to uncover underlying messages and how texts aim to influence society. The document argues that today's classrooms must incorporate these new literacies that students use outside of school.
This document provides a summary of annotated references related to literacy education. It discusses several sources that explore the concept of multiliteracies and how pedagogical approaches need to adapt to support learners in developing multiliteracy skills. Some key points discussed include the need for teachers to go beyond just content delivery and develop pedagogies that address the four components of productive pedagogies and the four resource model. The use of Web 2.0 tools in the classroom to develop critical thinking skills is also mentioned. Overall, the summary examines how literacy is evolving with new technologies and the implications this has for both teachers and students.
Literacies and multiliteracies i mejía & n.h. paradanubhep1
This document discusses literacy and multiliteracy in education. It begins with two educators, I. Mejía and N.H. Parada, discussing how literacy has evolved beyond simply reading and writing to include multimodal tools and technologies. They note that while technologies can enhance learning, many schools still lack adequate internet access. The discussion emphasizes that literacy must adapt to changing technologies and include multimodal texts. Effective teachers integrate literacy skills while using technology as a tool for mediation, not replacement, to improve student motivation and communication competencies. Overall, the document argues that both traditional and new forms of literacy are important, and teachers must continue advancing their knowledge to integrate literacy and technology in their classrooms.
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
PISMP TSLB3193 Topic 1 Literacy vs Multiliteracies.pptxYee Bee Choo
The document provides an overview of literacy and multiliteracies concepts. Literacy is traditionally defined as the ability to read and write printed text, while multiliteracies refers to interpreting and communicating meaning across various forms of communication and is a response to changing social environments. Specifically, globalization, evolving social identities, and advancing technology have transformed how people communicate. As a result, pedagogy must shift from traditional literacy approaches to multiliteracies approaches that incorporate situated practice, overt instruction, critical framing, and transformed practice to accommodate diverse student backgrounds and learning styles in today's classrooms.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
Children are used to fast information through technology and integrate it into their social and leisure activities. As teachers, we need to consider how to incorporate technology into our lessons to engage students in learning content, as literacy is now multi-modal and children reach knowledge through various visual and oral means. Teachers must prepare for this change and be able to use technology themselves to connect with how children currently learn both in and out of school.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Multiliteracy refers to a broader concept of literacy that involves using multimedia resources to learn, work, communicate, connect with others, share knowledge, and have fun in the 21st century. Teaching multiliteracy involves integrating subjects like art and music for communication and creation, interacting with content and culture, problem-solving and critical thinking, learning to learn, collaborative work, and shifting teacher and student roles to include organizing, authoring, editing, communicating, and creating. Incorporating technology and multimedia allows for content-based and project-based teaching using tools that develop higher-order thinking skills according to Bloom's digital taxonomy, such as web lessons, cyberhunts, webquests, blogs, and wikis
This document discusses the concept of multiliteracies as developed by the New London Group. It was coined to describe the growing linguistic and cultural diversity in communities as well as the influence of new communication technologies where meaning is made through multimodal ways. The multiliteracies framework views knowledge and meaning as socially constructed and advocates for an education that develops flexible, active learners who can communicate and solve problems in diverse contexts rather than passively receiving information. It involves immersing students in experiences, overt instruction, critically analyzing socio-cultural contexts, and applying learning in new situations.
New literacies refer to the digital skills needed to manage information and communicate in today's digital world. Classrooms are increasingly incorporating a wide range of modalities beyond traditional print texts, including graphical, auditory, and other modes of meaning-making. Literacy now involves all forms of communication and managing information across different media. For students to be prepared for the 21st century, educators must go beyond just using technology and teach digital literacies by integrating them into core content instruction. This will provide authentic learning experiences that develop both subject knowledge and vital literacy skills.
1) This document provides annotations for 10 sources on the topic of multiliteracies and visual literacy. It discusses how literacy has evolved beyond just reading and writing text to include visual and digital modes.
2) An overview section synthesizes the sources, explaining that literacy is culturally determined and influenced by technology. It introduces the concept of "multiliteracies" and how teachers must incorporate visual and digital literacies to engage today's students.
3) A self-reflection discusses the author's experience using PowerPoint and YouTube to complete the assignment. They learned the importance of lifelong learning and embracing new technologies, even as a "digital immigrant."
This document discusses new literacies, multiliteracies, and multimodality in the context of changing communication practices. It defines these terms and concepts, including: new literacies encompass changing approaches with new contexts and identities; multiliteracies refers to linguistic diversity and use of modes in meaning-making; and multimodality informs how meaning is made. The document also addresses digital literacies and decision-making online, characteristics of new literacies research, integrative and interactive reading/writing on screens, and the impact of social networking - concluding it is essential educators learn to use different communication modes for classroom learning.
Teaching in the 21st century multimodalAnna Cameron
This document discusses teaching practices for the 21st century. It defines multiliteracies as literacy practices that combine traditional reading and writing with new technologies and modes of representation. The document provides examples of how teachers can incorporate multiliteracies into their classrooms, such as through blogging, wikis, storyboarding, social media, and video/photo editing software. It argues that teachers must adapt their instructional methods to engage students accustomed to visual/digital media and foster collaboration, creativity, and critical thinking through technology.
The document discusses the mission of education according to the New London Group. It aims to ensure all students can fully participate in society and the economy. Literacy pedagogy must account for increasing diversity and types of texts. The term "multiliteracies" describes the multiplicity of communication channels and increasing cultural diversity in a globalized world. It also summarizes how working, public, and private lives have changed with globalization, new technologies, and emphasis on markets and identity. Schools must prepare students for diverse and changing realities by transforming outcomes incrementally and supplementing what schools already do.
The document discusses the importance of multiliteracies in education. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to succeed in today's digital world. These include the ability to understand, critique, and create using a variety of multimedia texts. The sources argue this prepares students for real-life problem solving and participation in society. Effective teaching approaches like the four resources model can help incorporate multiliteracies into lesson planning and learning environments.
The document is a literature review by student Sue Caudery containing summaries of 14 sources on the topic of multiliteracies and the use of information and communication technologies (ICTs) in early childhood education. A common theme across the sources is that as technology and multimodal texts are increasingly part of children's lives, early childhood educators must provide multiliterate learning environments that incorporate ICTs and accommodate students' diverse experiences and backgrounds. Many authors believe immersing young children in problem-solving activities using ICTs can promote independent thinking skills.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
This document summarizes an article from the Modares Educational Journal in TEFL that analyzes the use of metadiscourse in applied linguistics journal articles written in English by native English writers and Iranian writers. Metadiscourse refers to linguistic elements that help guide readers through a text and project the writer's voice and stance. The study examines 40 journal articles using Hyland's model of metadiscourse, which categorizes elements as interactive or interactional. The results show that native English writers use slightly more metadiscourse overall, but the difference is not significant. Evidentials and transitions are the most common elements for both groups. Overall, interactive elements are used more than interactional ones. The study suggests Iranian
The document discusses new literacies required for the 21st century, including digital literacy, visual literacy, and critical literacy. It defines each type of literacy and provides examples. Digital literacy involves using technology to locate, organize, understand, and communicate information. Visual literacy is interpreting and making meaning from images. Critical literacy encourages analyzing texts from different perspectives to uncover underlying messages and how texts aim to influence society. The document argues that today's classrooms must incorporate these new literacies that students use outside of school.
This document provides a summary of annotated references related to literacy education. It discusses several sources that explore the concept of multiliteracies and how pedagogical approaches need to adapt to support learners in developing multiliteracy skills. Some key points discussed include the need for teachers to go beyond just content delivery and develop pedagogies that address the four components of productive pedagogies and the four resource model. The use of Web 2.0 tools in the classroom to develop critical thinking skills is also mentioned. Overall, the summary examines how literacy is evolving with new technologies and the implications this has for both teachers and students.
Literacies and multiliteracies i mejía & n.h. paradanubhep1
This document discusses literacy and multiliteracy in education. It begins with two educators, I. Mejía and N.H. Parada, discussing how literacy has evolved beyond simply reading and writing to include multimodal tools and technologies. They note that while technologies can enhance learning, many schools still lack adequate internet access. The discussion emphasizes that literacy must adapt to changing technologies and include multimodal texts. Effective teachers integrate literacy skills while using technology as a tool for mediation, not replacement, to improve student motivation and communication competencies. Overall, the document argues that both traditional and new forms of literacy are important, and teachers must continue advancing their knowledge to integrate literacy and technology in their classrooms.
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
PISMP TSLB3193 Topic 1 Literacy vs Multiliteracies.pptxYee Bee Choo
The document provides an overview of literacy and multiliteracies concepts. Literacy is traditionally defined as the ability to read and write printed text, while multiliteracies refers to interpreting and communicating meaning across various forms of communication and is a response to changing social environments. Specifically, globalization, evolving social identities, and advancing technology have transformed how people communicate. As a result, pedagogy must shift from traditional literacy approaches to multiliteracies approaches that incorporate situated practice, overt instruction, critical framing, and transformed practice to accommodate diverse student backgrounds and learning styles in today's classrooms.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
EDX3270 Literacies Education E Portfoliomisstanika
This document contains summaries of 10 readings related to literacies education and the impact of technology on literacy. Several key themes discussed across the readings include: the effects of technology like computers and texting on traditional literacy and language; the importance of effective literacy teaching pedagogies that incorporate multimedia literacy skills; and recognizing student differences and socio-cultural contexts in literacy education. The readings also highlight opportunities and challenges of multiliteracies for citizenship in an increasingly globalized world.
This chapter examines the concept of multiliteracies and how it emerged in literacy programs and classrooms. It discusses Cazden and Gee's involvement in developing multiliteracies and analyzes Luke and Freebody's Four Resources model. The chapter also explores how multiliterary practices influence education and benefit students by requiring them to recognize different literacy qualities and practices.
This document discusses changes in society and education due to new technologies and literacies. It argues that teaching must change from standardized methods to incorporate diverse pedagogies and performance-based learning that align with how knowledge is constructed in a digital world. Schools should teach foreign languages through a lens of culture and citizenship, not just grammar. A new communicative approach is needed to make foreign language learning more meaningful.
How to teach_multiliteracies (next to show)nordiwiyana mn
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
The document describes different historical conceptualizations of literacy and proposes new approaches for English language teaching. It defines traditional literacies as privileged reading and writing skills, while new literacies encompass diverse modes of communication through technology. The document advocates understanding how concepts of learning have changed and recognizing challenges students face with information overload to better address their needs. It concludes that new literacies must be understood to interact in today's world and contribute to meaningful human development.
English Multilitericies And Social Change Use Me!tashmccarthy
1. Teaching multiliteracies aims to develop cognitive and social literacy skills for interacting with different text types including print, digital, and visual. It also aims to promote social change through critical analysis of power relations in curriculum.
2. Key theorists who developed the concept of multiliteracies include Mary Kalantzis, Bill Cope, and the New London Group from 1994. They advocate using a "knowledge processes" approach to develop higher-order thinking.
3. Teachers are encouraged to incorporate multimodal texts and new technologies to explore social issues and develop critical literacy. Frameworks like learning-by-design are used to plan lessons around knowledge processes.
E-learning and intercultural dimensions of learning theories and teaching modelseLearning Papers
Author: Claire Bélisle.
It will be argued in this article that developing intercultural awareness in students can be facilitated by e-learning environments. When choosing to address learning goals within an e-learning environment, authors and educators need to become aware of hidden dimensions in their pedagogical activity.
This document discusses the concept of multiliteracies and its importance for teaching English. It defines multiliteracies as involving a multiplicity of discourses, being influenced by new technologies and multimedia, and incorporating different representational forms like visual design. Research shows literacy is not singular but takes multiple forms based on one's environment and culture. This shift means teaching English must include situated practice with new literacies, overt instruction on interpreting various meanings, and applying understandings to different contexts. Incorporating popular culture and media can develop important cognitive skills. Teaching multiliteracies requires openness to changing literacies and social relations in digital spaces.
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
Effect of concept mapping instructional strategy on junior secondary school s...Alexander Decker
This document discusses a study that evaluated the effect of using concept mapping as an instructional strategy to teach junior secondary school students about multiculturalism. A group of 50 students were taught using concept mapping and given a pre-test and post-test on their knowledge of multiculturalism. The results showed a significant difference between students' pre-test and post-test scores, indicating that concept mapping was an effective instructional strategy. The document provides background on the increasing diversity in classrooms, importance of multicultural education, and discusses concept mapping as a learner-centered approach that can help students make meaningful connections between concepts.
This document discusses the changing literacy demands of the 21st century and recommendations for education policy. It notes that 21st century literacy requires skills like technology proficiency, collaboration, managing information, and ethical responsibility. Research shows that early childhood literacy programs, continued professional development for teachers, performance-based assessments, and technology infrastructure all help prepare students for 21st century literacy demands. The document recommends policies that support comprehensive literacy programs, professional development, performance assessments, and technology in schools.
This document discusses multimodal instruction and its benefits for supporting English language acquisition in testing subgroups. It defines multimodality as using multiple modes of communication beyond just language, including visuals, sounds, gestures, and spaces. The document outlines several core concepts of multimodality like modes, semiotic resources, and inter-semiotic relations. It then discusses how tools like Glogster can support multimodal instruction by allowing students to create virtual posters combining text, images, audio, and video. The document concludes by presenting sample student test score data and recommending that research continue into the effectiveness of multimodal tools like Glogs.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. Teaching and learning multiliteracies: changing
times, changing literacies (Book)
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing
times, changing literacies (pp. 56-81). Newark, Delaware: International Reading
Association.
This article serves as a guide for teachers and provides specific aims for teaching for
multiliterate students. It suggests teachers to reflect upon their pedagogy and explains
the place and principles of a relevant, and multiliterate curriculum in the classroom.
Anstey and Bull (2006) provides for teachers, specific guidelines for lesson planning
inline with a multiliteracy pedagogy. Both Cazden (1967) and Gee (1992) are analysed
for their role in multiliteracy development.
The characteristics of both literate and multiliterate people are identified and
examined. It is stressed that to be multiliterate, you must recognise certain qualities
and be able to use both different and new practices in literacy.
4. Multiliteracies : new literacies new learning (Journal)
Cope, B., & Kalantzis, M. (2009). Multiliteracies : new literacies new
learning, Pedagogies : an International Journal, 4 (3), 164-195.
This paper examines multiliteracies
and asks what constitutes as appropriate literacy pedagogy
after evaluating why and how the communication environment is changing.
The communication environment has (and continues to,) change causing people’s citizenship, work and personal lives to be
drastically altered aswell. This has prompted for changes to literacy teaching and learning. In a world of new technologies and
globalisation literacies can be divided into two parts. Multimodal, meaning the different modes to literacy. These are the linguistic,
visual, audio, gestural and spatial modes of meaning used in our everyday lives and media. The second part is Multilingual, which
refers to the globalisation and the fact that our everyday experiences of meaning making is increasingly one of negotiation across
discourses.
Education, particularly literacy education, has responded to these changes with what Cope and Kalantzis (part of The New London
Group) call a Multiliteracies pedagogy. The new pedagogy includes a range of “moves”. These include “situated practice,” “overt
instruction,” “critical framing” and “transferred practice.”
Since the initial idea of Multiliteracies in 1996, things have continued to drastically change. Almost everyone carries a mobile phone,
complete with a camera, internet connection and social media access and text message options. As mentioned above, these impact
people’s citizenship, work and personal lives. Education lead to better employment, personal growth and an enhanced capacity to
participate in a civic life. Therefore, teachers, cannot ignore these impacts and must work to “promote a culture of flexibility,
creativity, innovation and initiative.” (p.170).
Since the original New London Group article in 1996, there has been intellectual continuity aswell as change in pedagogy of
multiliteracy development. The pedagogy has been implemented in various ways across primary, secondary and tertiary educational
institutions around the world.
5. Teaching Multiliteracies Across the Curriculum: Changing
contexts of text and image in Classroom Practice
Unsworth (2001) provides a framework for use in classrooms that includes traditional literacy
And multiliteracy pedagogies for children in preparation for the twenty-first century.
The framing perspectives chapter states that while the fundamental language-based literacy
pedagogies are still useful, they are not sufficient. The new millennium demands a literacy
pedagogy suitable for an evolving age of information.
Children already engage with both electronic and conventional format texts outside of school and
Unsworth claims these are rarely acknowledged as part of school literacies.
It is suggested that students need to understand how the resources of the language, image and
digital rhetoric's can be deployed independently and interactively to construct different meanings.
“In the twenty-first century the notion of literacy needs to be reconceived as a plurality of literacies
and being literate must be seen and anachronistic. If schools foster the developments if these
changing multiple literacies it is first necessary to understand the basis of their diversity.”
6. Language and learning: An introduction for teaching
Emmitt, M., Komesaroff, L. and Pollock, J. (2006). Language and learning: an
introductory guide for teaching (4th ED). New York: Oxford University Press.
Emmitt, Komesaroff and Pollock (2006) address information, communication and
technology in chapter eleven where they adopt the view of Beavis (2005) in
accepting that technologies are a part of everyday life. Technologies are a
sociocultural practice and not just a separate part of a school’s literacy curriculum
and can be embedded as such.
They address the technology disadvantaged and the ‘digital divide’ to continue on to
cover the ‘digital natives’ opposed to the ‘digital immigrants’ from Prensky, 2001. The
digital immigrant instructors, teach in an outdated language while the new
generation speak an entirely new language.
As a future educator, this implication can be addressed with teachers facilitating
open-ended lessons where both teachers and students are able to learn through
exploring and sharing.
7. Reading in the Primary School Years
Harris, P., Turnbill, J., Fitzsimmons, P. and McKenzie, B. (2001). Reading in
the primary school years (2nd ED). South Melbourne: Cengage Learning.
Chapter six in Harris et al. addresses the
challenges for young readers and implications for teachers
that are caused by the technological changes which were covered in chapter three.
Regardless of the media children are exposed to, they need to be able to code break when using written
language. Harris et al. uses the comparison of using a physical library opposed to the internet to source
information. Both the code breaking exercise of navigating library shelves and book and researching on the
internet require specific coding orientations.
Children need to learn different concepts of print, decode the print and understand it.
The added computer skills required include mouse clicking, curser control, recognising icons, opening and
closing programs, searching and scrolling.
Children born into this digital age are divided into two groups, the ‘haves’ and ‘have-nots.’ Teachers must not
make assumptions about children’s access and abilities in regard to various media. The chapter goes on to
recommend strategies to support young readers from diverse backgrounds. The variations in home
experiences mean that children bring different amounts and kinds of ‘capital’ to school. The challenge for
teachers is to work with, rather than against, these differences. It is suggested for teachers to provide
contexts where code breaking, the reading practice, is valued, used and made explicit. (p. 137-138). Classroom
recommendations include using real life languages, books that are personally and culturally relevant, clear
font styles and exercises that develop the knowledge of letter/sound relationships.
Teaching activities could include shadow reading and cloze activities that include guided process of predicting
during reading.
8. Cyber-schooling and technological change: Multiliteracies for new times
Luke, C. (2000). Cyber-schooling and technological change: Multiliteracies for new
times. In Bill Cope & Mary Kalantzis, (Eds.), Multiliteracies: Literacy learning and the
design for social futures (pp. 69-84). New York: Routledge.
In this article, Luke addresses the Information revolution
and its impacts and issues in relation to literacy education in schools.
“Today, the internet is generating profound changes in the way we communicate,
and how we access, produce, and distribute information and knowledge.” (p.70). The Multiliteracies of digital texts are based on
the notions of hybridity and also, intertextuality. The technology user must use a variety of knowledges about both traditional and
the newly blended genres, conventions, cultural and symbolic codes. Icon symbols used in computer software and online can easily
become lost in a translation across cultures.
In a world of icons, animations, print text, photographs and movie clips across hotlinks, sites and buttons, the user is immersed in a
multimodal and nonlinear universe. Luke recognises that users must be able to think linear and seek relevant information across
connecting and relevant pieces of information. They must interact with others conscious of their culturally divergent backgrounds
and also understand the political and material consequences of technological change, because some benefit while others are
disadvantaged by new technology.
“Literacy requirements have changed and will continue to change as new technologies come onto the marketplace and quickly
blend into our everyday lives.” (p. 71). Software developers and internet website creators have been given the power to decide
what and how we learn. And therefore, we as educators must be aware of the many issues which are at stake. Educators need to
react to these radical and continuous changes by developing pedagogies that are appropriately. As a pre-service teacher, I must
know where and how to intervene with both critical and positive multiliteracy teaching strategies.
Much of us no longer have to leave the screen or house in order to conduct daily business in our everyday private and professional
lives, and do so in a much faster time frame. Luke explains that simultaneously, these rapid changes are occurring in education. Luke
predicts that the industrial model schooling will soon be outdated. “The industrial-model, print-and book-based practices will
become less relevant in the age of virtual classrooms, hypertexts, and online communities of learners.” (p.88).
9. Using the four resources model across the curriculum (Book)
Santoro, N. (2004). Using the four resources model across the curriculum. In A.
Healy, & E. Honan (Eds.), Text next : new resources for literacy learning (pp. 51-67).
Newtown, NSW: Primary English Teaching Association
This paper assists in developing subject-specific literacies in students for the
transition between primary and secondary schools (the middle years).
New age literacy is defined by Santoro as a way of operating with a variety of texts
within a particular set of social situations. These are accessible in student’s everyday
lives, on the computer, in school, out of school and socially. We interact with
written, spoken, visual, digital and multimodal texts.
Literacy is not only taught in literacy lessons but is taught in a multitude of contexts
across subject areas.
Using the Four Resources Model as a pedagogical tool, Santoro explains how
students are aided in deconstructing multimodal texts critically and develop the
multiliteracy skills required in a changing and technologically-advanced global world.
10. A pedagogy of multiliteracies: designing social futures (Journal)
The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard
Educational Review, 66 (1), 60-93. Retrieved from EJS database.
The New London article is the first of the
Multiliteracy-related papers and covers the connections between
changing social environments and the resulting new approach to literacy pedagogy- Multiliteracy.
Today’s changing social environment demands a new, vast and complex view to literacy, beyond a
limiting traditional language-based literacy approach.
The changing technology, and therefore the organisational shape of working life, provides some
people with access
The New London group also asks “How do we ensure that differences in culture, language and
gender are not barriers to educational success?” (p.61).
Stakeholders include females, immigrants and indigenous people, and this needs to be catered for
by teachers for a greater local and global connectedness.
It is proposed that students develop a metalanguage, the what (design process and elements) and
the how (situated practice, overt instruction, critical framing and transformed practice).
11. Write Ways: Modelling Writing Forms
Wing Jan, L. (2009). Write ways: modelling writing forms (4th ED). South Melbourne:
Oxford University Press.
Literacies and language are embedded
in everyday contexts. Wing Jan acknowledges
technological literacy’s rapid growth and its impact on the way we communicate in integral
life within and beyond school. There is a forever growing range of formats in the way content
is published and presented.
The book begins by explaining how literacy practices are shaped by culture, society and
situation, the language mode, roles and relationships of the participants and knowledges
which are brought to or taken from text interactions.
Multiliteracies are addressed from chapter one, where the need to effectively communicate
across cultural and social settings is mentioned. Wing Jan briefly explains how multimodal
texts are constantly changing because our information and communication technologies are
evolving.
Students need to be able to understand linguistic, visual, spatial, audio and gestural elements
so that they can gain meaning from multimodal texts. This is achieved when students are
immersed in, and use technology to use, create and change texts for a variety of purposes
(p.4).
12. Ludoliteracy: Defining, Understanding and Supporting Games
Education
Zagal, J.P. (2010). Ludoliteracy: defining, understanding and supporting games education. Pittsburgh:
ETC Press.
Zagal (2010) justifies the idea of gaming as a new form of literacy by associating it with
visual literacy (television), computer literacy, information literacy and digital literacy.
Cope and Kalantzis (2000) is quoted in stating that “Gaming requires new forms of
cultural and communicative competencies.”
Literacy is now more than just coding and encoding, or reading and writing and this is
explained by asking and answering the question “Are games distinct enough to
warrant its own literacy.”
Playing video games requires an ability to decode in that the player is asked to access
the game and play it. The player is asked to understand semiotic meanings in games
and, when creating games, asked to produce semiotic meanings.
Online gaming demands participation in social and communicational play,
and is complete with a specialised language.
13. References:
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing times, changing literacies (pp. 56-81).
Newark, Delaware: International Reading Association
Cope, B., & Kalantzis, M. (2009). Multiliteracies : new literacies new learning, Pedagogies : an International Journal, 4 (3), 164-
195.
Emmitt, M., Komesaroff, L. and Pollock, J. (2006). Language and learning: an introductory guide for teaching (4th ED). New York:
Oxford University Press.
Harris, P., Turnbill, J., Fitzsimmons, P. and McKenzie, B. (2001). Reading in the primary school years (2nd ED). South Melbourne:
Cengage Learning.
Luke, C. (2000). Cyber-schooling and technological change: Multiliteracies for new times. In Bill Cope & Mary
Kalantzis, (Eds.), Multiliteracies: Literacy learning and the design for social futures (pp. 69-84). New York: Routledge.
Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy, & E. Honan (Eds.),
Text next : new resources for literacy learning (pp. 51-67). Newtown, NSW: Primary English
Teaching Association
Slide 5 image: retrieved from
http://multiliteracyrevolution.files.wordpress.com/2011/08/picture-6-tkr9k7.png on August 25, 2013.
14. References continued:
Slide 7 image: retrieved from http://www.sinclair.edu/about/locations/englewood/pub/images/computer-classroom.jpg on
August 25th, 2013.
Slide 10 image: retrieved from http://www.backgroundsy.com/file/preview/pencil.jpg on August 25, 2013.
Slide 12 image: retrieved from http://www.futurity.org/wp-content/uploads/2011/01/gamepad_1.jpg on August 25, 2013.
Slide 13 image 1: retrieved from http://static.guim.co.uk/sys-
images/Guardian/About/General/2012/3/14/1331741366300/Encyclopedia-Britannicas-007.jpg on August 25, 2013.
Slide 14 image 2: retrieved from http://staff.ee.sun.ac.za/~gvrooyen/wp-content/uploads/2010/12/0506-scholarlrg.gif
retrieved on August 25, 2013.
The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66
(1), 60-93. Retrieved from EJS database.
Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum: Changing contexts of text and image in Classroom
Practice. Philadelphia: Open University Press.
Wing Jan, L. (2009). Write ways: modelling writing forms (4th ED). South Melbourne: Oxford University Press.
Zagal, J.P. (2010). Ludoliteracy: defining, understanding and supporting games education.
Pittsburgh: ETC Press.