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What is Multiliteracies

Chapter 7
Participatory Literacy Practices for P-12 Classrooms in the Digital Age
A new literacies paradigm that broadens the understanding of literacy (decoding print on page) to a more varied set of practices involving a range of tools, platforms, and purposes.
Published in Chapter:
“I Would Like Other People to See His Stories Because He Was Woke!”: Literacies Across Difference in the Digital Dialogue Project
Julie Rust (Millsaps College, USA) and Sarah Alford Ballard (Murrah High School, USA)
Copyright: © 2020 |Pages: 24
DOI: 10.4018/978-1-7998-0000-2.ch007
Abstract
This chapter explores the varied participatory practices that were triggered during the Spring 2016 iteration of the Digital Dialogue Project (DDP), an initiative that connected different age groups in distinct subject-area classes within contrasting schools embedded inside divergent communities. During the project, youth (from 3rd grade to 12th grade) engaged in three phases: (1) producing multimodal products connected to curricular goals, (2) virtually sharing/viewing/commenting on the digital product with small groups of 3-5 youth from different schools, and (3) meeting face to face at a culminating field trip to engage in collaborative theater exercises to dramatically embody the groups' digital stories. Authors provide concrete examples of the kinds of participation that the DDP evoked as well as key pedagogical commitments to literacies that were central to designing and implementing the project. Throughout the chapter, real talk for practicing teachers is provided in order to offer guidance for those interested in imagining similar participatory projects for youth.
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Chapter 14
Shifting Trends in Evaluating the Credibility of CMC
A notion that contemporary literacy has changed because meaning is variable in different (and increasingly complex) social, cultural, and political contexts; also, meaning is increasingly produced using technologies that draw on multiple semiotic modes—on the Web, for example, visual and audio are used in increasingly diverse ways than just the written.
Published in Chapter: Shifting Trends in Evaluating the Credibility of CMC; From: Handbook of Research on Computer Mediated Communication
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Chapter 11
Exploring Multiliteracies Pedagogies With Pre-Service Teachers: A Canadian Perspective
An approach to literacy and literacy instruction proposed by the New London Group in the 1990s. A pedagogy of multiliteracies expands the traditional concept of literacy instruction by prioritizing two important aspects: multilingualism and multimodal forms of expression and representation.
Published in Chapter: Exploring Multiliteracies Pedagogies With Pre-Service Teachers: A Canadian Perspective; From: Handbook of Research on Media Literacy Research and Applications Across Disciplines
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Chapter 1
Popular Media and Grade 6-12 Literacy: A Review of Practitioner Literature
A literacy pedagogy that includes linguistic diversity and multimodal forms of communication (New London Group, 1996).
Published in Chapter: Popular Media and Grade 6-12 Literacy: A Review of Practitioner Literature; From: Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education
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Chapter 8
Multiliteracies Performance Assessment Zones (MPAZ): A New Tool to Explore Multimodal Interactions for Virtual Learning
The concept of “multiliteracies” refers to a broad and inclusive model of literacy that accounts for the complex and rapidly changing modes of meaning making within our diverse society.
Published in Chapter: Multiliteracies Performance Assessment Zones (MPAZ): A New Tool to Explore Multimodal Interactions for Virtual Learning; From: Cases on Immersive Virtual Reality Techniques
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Chapter 14
Game-Based Pedagogy: Educate, Collaborate, and Engage
Represents a concept that addresses literacy pedagogy as a design encompassing various interconnected systems, including environment, and people, which become part of the broader picture of cultural experiences. It involves teachers and learners using available resources to design activities of reading, seeing, speaking, writing, and listening ( Cope & Kalantzis, 2009 ). Whenever this term is used, it is in reference to multiliteracies as articulated by Cope and Kalantzis, (2000 , 2009 ), Kalantzis and Cope, (2012) , and The New London Group (1996 , 2000 ).
Published in Chapter: Game-Based Pedagogy: Educate, Collaborate, and Engage; From: Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning
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Chapter 38
Descriptors of Quality Teachers and Quality Digital Games
The ability to interpret and understand diverse forms of text—oral, print, visual, or cultural.
Published in Chapter: Descriptors of Quality Teachers and Quality Digital Games; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 7
Equity, Literacies, and Learning in Technology-Rich Makerspaces
Meaning making through social practice; highlights multiple ways that people communicate, learn, and interact within learning environments and communities.
Published in Chapter: Equity, Literacies, and Learning in Technology-Rich Makerspaces; From: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
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Chapter 4
Instagram as a Tool for Professional Learning: English Language Teachers' Perceptions and Beliefs
An approach to literacy theory and pedagogy that includes the ability to create meaning across different modalities or forms of communication.
Published in Chapter: Instagram as a Tool for Professional Learning: English Language Teachers' Perceptions and Beliefs; From: CALL Theory Applications for Online TESOL Education
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Chapter 15
Developing Intercultural Awareness Through a Pedadogy of Multiliteracies
Exploring new knowledge and gaining language and cultural insights; that is, the three Ms—multilingual, multicultural, and multimodal—view of literacy (Cope & Kalantzis, 2000).
Published in Chapter: Developing Intercultural Awareness Through a Pedadogy of Multiliteracies; From: Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development
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Chapter 4
Educating English Language Learners for Success in the 21st Century: Facilitating Their Acquisition of Multiliteracies
A more encompassing conceptualization of literacy that considers the increased influences of both the local (cultural and linguistic diversity) and global (multimedia technologies for communication) contexts.
Published in Chapter: Educating English Language Learners for Success in the 21st Century: Facilitating Their Acquisition of Multiliteracies; From: Handbook of Research on Media Literacy in the Digital Age
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Chapter 10
Multiliteracies Professional Development Practice: Design and Evaluation of an Online Professional Development Program to Support Inclusive Teaching
The concept of “multiliteracies” refers to a broad and inclusive model of literacy that accounts for the complex and rapidly changing modes of meaning making within our diverse society.
Published in Chapter: Multiliteracies Professional Development Practice: Design and Evaluation of an Online Professional Development Program to Support Inclusive Teaching; From: Global Perspectives on Inclusive Teacher Education
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Chapter 23
Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms
A term coined in the late 1990s that refers to both the linguistic diversity of literacy practices as well as the ways literacies are communicated across modes beyond just language.
Published in Chapter: Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 1
Seeing Beyond the Screen: A Multidimensional Framework for Understanding Digital-Age Literacies
A term coined in the late 1990s that refers to both (a) the linguistic diversity of literacy practices as well as (b) the ways literacies are communicated across modes beyond just language.
Published in Chapter: Seeing Beyond the Screen: A Multidimensional Framework for Understanding Digital-Age Literacies; From: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
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Chapter 14
Shifting Trends in Evaluating the Credibility of CMC
A notion that contemporary literacy has changed because meaning is variable in different (and increasingly complex) social, cultural, and political contexts; also, meaning is increasingly produced using technologies that draw on multiple semiotic modes—on the Web, for example, visual and audio are used in increasingly diverse ways than just the written.
Published in Chapter: Shifting Trends in Evaluating the Credibility of CMC; From: Handbook of Research on Computer Mediated Communication
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 13
Digital Storytelling
A term introduced by the New London Group of educators in 1996 to emphasize that full participation in a global world connected through new technologies required a broad and flexible notion of “literacy”: proficiency in communicating within and across multiple cultural and social contexts and making use of a variety of mediating technologies and modalities.
Published in Chapter: Digital Storytelling; From: Handbook of Research on the Societal Impact of Digital Media
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Chapter 7
A Multimodal Writing Framework to Promote Agency
The various verbal and non-verbal formats that contain information and support communication embodied with literacy skills.
Published in Chapter: A Multimodal Writing Framework to Promote Agency; From: Handbook of Research on Teacher Practices for Diverse Writing Instruction
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Chapter 15
Toward a Participatory View of Early Literacies in Second Language Contexts: A Reflection on Research From Colombia
“A class process where teachers must go beyond the basic practices of reading and writing helping students know the world and transform it. We think that this change in perspective makes the whole class different because students have the opportunity to get involved and engaged in their own learning process” ( Cañas Mejía & Ocampo Castro, 2015 , p.8).
Published in Chapter: Toward a Participatory View of Early Literacies in Second Language Contexts: A Reflection on Research From Colombia; From: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
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Chapter 2
Graphic Novels and STEAM: Strategies and Texts for Utilization in STEAM Education – Graphic Novels and STEAM
The theory proposed by The New London Group that readers and learners possess multiple literacies that work in tandem in order to ascertain understanding or synthesize meaning from a multimodal text.
Published in Chapter: Graphic Novels and STEAM: Strategies and Texts for Utilization in STEAM Education – Graphic Novels and STEAM; From: Cases on Models and Methods for STEAM Education
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Chapter 18
Digital Epistemologies and Classroom Multiliteracies
Developed by the New London Group (1996) to describe the complexities of contemporary culturally and socially situated literacy practices which engage multiple languages in multiple modalities, especially as described by digital communications media.
Published in Chapter: Digital Epistemologies and Classroom Multiliteracies; From: Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues
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Chapter 15
The Use of Weblogs in Language Education
The term deals with the complexity of language in two major aspects: first, the multimodality of texts through the increasing importance of the written word as part of visual, audio and spatial patterns, and second the cultural and linguistic diversity through global connectedness.
Published in Chapter: The Use of Weblogs in Language Education; From: Handbook of Research on Web 2.0 and Second Language Learning
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Chapter 17
The Role of Context in Defining Secondary Language Arts Instruction: A Cultural Perspective
The way people communicate and enact meaning through a range of literate practices and in a variety of contexts for varied purposes.
Published in Chapter: The Role of Context in Defining Secondary Language Arts Instruction: A Cultural Perspective; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 9
Texting With Students: Facilitating Learning in Higher Education
An approach to learning that situates knowledge as mediated through various multimodal sources such as oral, visual, auditory, tactile, taste.
Published in Chapter: Texting With Students: Facilitating Learning in Higher Education; From: Preparing the Higher Education Space for Gen Z
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Chapter 19
Collaborative Writing: Wikis and the Co-Construction of Meaning
The literacies and pedagogies associated with the understanding and use of a range of semiotic modes, including the written, spoken, audio, visual, gestural and combinations of these modes.
Published in Chapter: Collaborative Writing: Wikis and the Co-Construction of Meaning; From: Handbook of Research on the Societal Impact of Digital Media
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Chapter 321
Ubiquitous Learning and Handhelds
Meaning making is increasingly multimodal due to the influence by communication and media technologies in which the written-linguistic modes are integral of visual, audio, gestural and spatial patterns of meaning.
Published in Chapter: Ubiquitous Learning and Handhelds; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 2
Talking Through the Design: Supporting Students' Digital Video Composing Processes Through Dialogic Engagement
Drawing on the definition put forth by The New London Group (1996) , in this chapter multiliteracies refers to pedagogy that draws upon the totality of students’ literacy practices and discourses as learning tools.
Published in Chapter: Talking Through the Design: Supporting Students' Digital Video Composing Processes Through Dialogic Engagement; From: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
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Chapter 15
Corpus-Informed Pedagogy in a Language Course: Design, Implementation, and Evaluation
A pedagogical approach that capitalizes on collaboration, problem solving, and critical reflection and aims at developing learners’ cultural, linguistic, communicative, and technological proficiency.
Published in Chapter: Corpus-Informed Pedagogy in a Language Course: Design, Implementation, and Evaluation; From: New Technological Applications for Foreign and Second Language Learning and Teaching
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Chapter 25
Walk With Me: Caminatas as a Way for Developing Culturally Sustaining Literacy Pedagogies With Preservice Teachers
An approach to literacy learning and practice that acknowledges and encourages multiple modes of communication (various texts, semiotics, technologies) along with variation in languages and literacies.
Published in Chapter: Walk With Me: Caminatas as a Way for Developing Culturally Sustaining Literacy Pedagogies With Preservice Teachers; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 1
An Overview of Multilingual Learners' Literacy Needs for the 21st Century
A pedagogical approach for making classroom teaching more inclusive in relation to cultural, linguistic, and technological diversity.
Published in Chapter: An Overview of Multilingual Learners' Literacy Needs for the 21st Century; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 10
Immersive Storytelling: Virtual Reality as a Cross-Disciplinary Digital Storytelling Tool
Multiliteracies, also called multiple literacies, reflects the idea that literacies are plural and involve visual and audio modes of communication represented through print, photos, videos, graphs, and more.
Published in Chapter: Immersive Storytelling: Virtual Reality as a Cross-Disciplinary Digital Storytelling Tool; From: Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education
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Chapter 14
Critical Literacy and Genre Pedagogy: Supporting Inclusion, Subverting Bias
An approach to pedagogy which emphasizes various types of literacy, linguistic and cultural diversity, and communicative ability across a spectrum of modes.
Published in Chapter: Critical Literacy and Genre Pedagogy: Supporting Inclusion, Subverting Bias; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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