Teachers should adopt a transformative pedagogy that recognizes how students engage with multimodal literacy outside of school. The current school curriculum and practices remain print-focused and teacher-centered, failing to acknowledge students' cultural exchanges and interests involving images, video and peer interactions. A transformative approach allows students agency by encouraging them to use their own narrative preferences and modalities to complete classroom tasks in a way that bridges school and personal contexts.

1. Trasformative Pedagogy New Times and Old Solution Children are becoming multimodality literature while their school practice remains print bound. The curriculum is classified and framed. Teachers have little opportunity to introduce new ideas. Teachers don’t have autonomy in curriculum matters. Schools still use printed and linear pedagogy that was developed in the 60’s. Teachers tend to use new technologies which can be adopted to their old styles of teaching and following the syllabus guidelines. Young people learn more by peer group interaction than engagement with adults. Teachers should be enfranchized to take meaning from what their pupils bring with them into the classroom. Children’s cultural exchanges with other children are important and dominant in the negotiations of interests between home, school and peer group, influencing the kind of literacies that have meaning for them such as the multimodality of communication processes.

2. Transformative Work in Schools Literacy of fusion is a blend of aspects of school requirements with children’s current interest. Narrative Framing Teachers should encourage students to use their narrative preferences in order to get students motivated. Students can use images, pictures and drawing to organize ideas and not only writing. Writing Persuasively Instead of showing the features of the appropriate genre, teachers could teach argumen tation for and against particular topic by giving students objects such as a set of pokemon cards and asking them if they are for or against the restriction of those cards in classroom. It raises interest in them because it belongs to their world. This task takes its meaning from both classroom and out of classroom context and enables teachers to facilitate complex discussion. Students are asked to expose their view using appropriate words related to the genre.

3. Literacy of Fusion It is a ongoing process which is open to transformation and allows children full agency in manipulating code of meaning and the stuff of modality. The aspect of literacy of fusion Access: teachers have to decide what is worth studying and how meanings and structures can be made accessible. The arena The appropriate context for learning. The kind of communication is important to the audience and makes the tasks. Ex.: cartoons and puzzles. Agency The development of work based on a model given not only by the teacher. A transformative pedagogy allow the children to explore different ways of exposing ideas.

4. Affordance It’s the exchange of understanding between the teacher, the child and the ability to find in the intuition of the child the roots of systematics knowledge. Ex.: Allow the child to decide what made the communication he / she thinks is better to express their views. Appropriacy It’s the assistance of teachers in selecting the mades and genres that best suit the assigned task in order to have the most effective effect. Accountability It’s the concept that teachers take the possibility for responses to and choices about texts. Teachers should encourage children to become more critical of their own and others’ meaning.

5. Conclusion It’s important to engage literacy as a skill, knowledge and also an emerging act of consciouness. Literacy, according to Giroux (1993), should be defined in political and ethical terms.