Multiliteracies and the New World Order

Multiliteracies and the New World Order

Margaret Baguley (University of Southern Queensland, Australia), Darren L. Pullen (University of Tasmania, Australia) and Megan Short (University of Tasmania, Australia)
DOI: 10.4018/978-1-60566-673-0.ch001
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Abstract

Due to the importance of literacy as a key component in many education programs it appears that more than any other curriculum area its history has been marked by continual change in terms of theoretical positioning, shifts in definition and pedagogical practice. Whilst change is often viewed as a positive occurrence, recently teachers of literacy have experienced a rapid period of change in both their practice and the theoretical and research based beliefs that underpin it. This chapter will provide a brief overview of some of the ways in which literacy pedagogy has encompassed a diverse range of forms of communication and meaning making commonly referred to as ‘multiliteracies’.
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Introduction

The purpose of this introductory chapter is to help orientate the reader and contextualise the concept of literacy and its evolution into multiliteracies through a chronological review of literacy, and specifically literacy pedagogy, over the last quarter of a century. This necessarily brief overview is important in providing the reader with an evolutionary understanding of the term ‘multiliteracies’. Following this journey the concept of literacy is expanded on together with the impact of technology on this area. This chapter therefore provides the reader with an overview and understanding of the field of literacy and how technology has resulted in a range of multi-modal forms of communication known as multiliteracies.

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