Multimodal, multiliteracies : Texts and literacies for the 21st century
Iyer, Radha & Luke, Carmen (2009) Multimodal, multiliteracies : Texts and literacies for the 21st century. In Pullen, Darren L. & Cole, David R. (Eds.) Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom. Hershey, New York, pp. 18-34.
The shift from traditional definitions of literacy focused upon print, primarily reading and writing, to multiple literacies has highlighted the significance of attending to different modes of text design and multiple forms of knowledge processes. Today’s students engage with complex semiotic systems; therefore, while teaching and learning attends principally to print media, multimodality and multiliteracies have become central to effective pedagogical practice. Teachers have moved away from a singular focus on print texts to incorporating multiple design modes – linguistic, spatial, visual, gestural and aural – to enable valuable, comprehensive learning for today's multiliterate, multiskilled students. In this chapter, we discuss the Design modes proposed by the New London Group (1996; 2000), and the Learning by Design pedagogy advocated by Kalantzis and Cope (2005) to highlight effective learning based on multimodal, multiliteracies. The chapter provides a vignette of a multimodal activity in a primary class and argues for the extension of such learning through the incorporation of multiliteracies. We conclude the chapter by providing a framework for a possible multiliteracies project incorporating multiliteracies pedagogies and learning from the classroom vignette.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Keywords:||Multimodality, Multiliteracies, Learning by Design, Knowledge processes|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy not elsewhere classified (130299)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2009 IGI Publishing (IGI Global)|
|Deposited On:||26 Nov 2008 00:00|
|Last Modified:||29 Feb 2012 13:59|
Repository Staff Only: item control page