What is Multiliteracies Pedagogy

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Chapter 4

Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education

Practices that encourage the use of a range of modes and resources in diverse classrooms.

Published in Chapter:

Digital Storytelling and Teachers' Disciplinary Multiliteracies

Sally Humphrey (Australian Catholic University, Australia), Thu Ngo (Australian Catholic University, Australia), and Tingjia Wang (Australian Catholic University, Australia)

Source Title: Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education

DOI: 10.4018/978-1-7998-5770-9.ch004

Abstract

This chapter reports on a multidisciplinary research collaboration which aims to explore how digital stories may be used to support pre-service teachers across disciplinary boundaries of English, science, and health education. Digital stories play a distinct role in enacting disciplinary practices within each of these curriculum areas and provide a valuable context for expanding students' semiotic repertoire. By integrating digital storytelling in initial teacher education (ITE), the authors provide a pathway for teachers to develop pedagogic knowledge of genres that are distinctly disciplinary in their purpose but which draw on semiotic affordances and pedagogic practices from across boundaries of traditional literacy education. Drawing on digital stories produced for a range of purposes, they report on the metalanguage we have developed in our collaborative work to inform a coherent multiliteracies framework to build on and extend pre-service teachers' semiotic repertoire for functional, critical, and creative disciplinary practice.

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Chapter 3

A response to the changing citizenship, globalization, immigration, identities, and social worlds of work that includes a balanced classroom design of Situated Practice, Overt Instruction, Critical Framing and Transformed Practice in which students draw on their own experiences and semiotic literacy practices to represent and communicate meaning.

Published in Chapter: Using Foreign Films to Foster Pre-service Teachers' Intercultural Awareness in an EFL Context; From: Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education

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Chapter 8

A multiliteracies pedagogy requires the consideration of all modalities–visual, aural, gestural, spatial, tactile–as equally important in a digital world that includes multiple modes as communication in a global economy.

Published in Chapter: Cross-Cultural Affordances of Digital Storytelling: Results from Cases in the U.S.A. and Canada; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development

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Chapter 75

Multiliteracies is the understanding and ability to use language and technology appropriately in various linguistic, cultural and multi-media communications contexts ( Cazden et al, 1996 ). Multiliteracies pedagogy comprises approaches to literacy teaching and learning practices framed by the changing global environment, as necessitated by increasing linguistic and cultural diversity, and facilitated through digital and social communications exchange ( Cazden et al, 1996 ; Cuming-Potvin, 2007 AU32: The in-text citation "Cuming-Potvin, 2007" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Vasudevan, 2010 ).

Published in Chapter: Multiliteracies Pedagogy; From: Handbook of Research on Education and Technology in a Changing Society

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