Multiliteracies

Annotation 1

 

Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing times, changing literacies (pp. 56-81). Newark, Delaware: International Reading Association.

 

The chapter,  Developing Pedagogies for Multiliteracies, by Anstey and Bull discusses how pedagogy impacts on multiliteracy development. Principles of multiliteracy curriculum are acknowledged with specific guidelines outlined for teachers to promote multiliteracy development. Classroom practices and the importance of explicit teaching are identified as key influences on developing multiliteracies. The impact of the four resource model as a pedagogical strategy was used to engage students and assist in developing their multiliteracy skills. Anstey and Bull have suggested specific pedagogical strategies that can be used to engage students in explicit learning that will promote multiliteracy development. The importance of pedagogy changing is to provide students with relevant knowledge and skills to become multiliterate and informed members of society.

 

 

Annotation 2

 

Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology for Technology’s Sake. Advancing multiliteracies in the twenty-first century, 82 (2), 87-90.

 

Borsheim, Merritt, and Reed explain the move to a multiliterate society in today’s technological world. It is identified that educators today need to provide students with relevant integrated ICTs that will produce the necessary outcomes for students to be multiliterate. Multiliteracy pedagogy was explored throughout this article and three reasons were given to why technology needs to be integrated into the curriculum. The article encourages preservice educators to consider integrating relevant ICTs into lessons to provide students with optimum opportunities. Specific examples were provided on how different technologies (blogs, podcasts, and wikis) can be integrated into classrooms. Benefits of integrating ICTs are identified and the importance of providing all students with an equitable learning experience is stated.

 

 

Annotation 3

 

Cope, B., & Kalantzis, M. (2009). Multiliteracies: new literacies new learning, Pedagogies: an International Journal, 4 (3), 164-195.

 

The article, Multiliteracies: new literacies new learning, discusses how literacy has significantly evolved over the past fifteen years. Annual meetings held by the New London Group collaboratively discuss the impact that changing technology has on literacy development and how these changes impact on education, work, social and future life. In literacy education it is important to recognise all forms of multiliteracy as being important, and that literacy is not only about skills and competency. It is about developing a student that can make meaning of diverse texts and open to innovation. The article states that there have been necessary changes to literacy education, but the core concepts of literacy remain constant.

 

 

Annotation 4

 

Grabill, J.t., & Hicks, T. (2005). Multiliteracies meet methods: The Case for Digital Writing in English Education, 37 (4), 301-311.

 

The primary purpose of the article is to explore how literacy education is influenced by incorporating ICTs. Grabill and Hicks discuss the two aspects of multiliteracy that need to be considered, these are concepts and common perceptions. The article specifically looks at how and why ICTs impact on writing, and discusses how computers have changed the processes and contexts of digital writing. As literacy is core subject Grabill and Hicks discuss how students today are using ICTs in communication, and that it is necessary for teachers to keep up to date with the technological changes. In doing this teachers will be able to prepare and implement engaging, relevant literacy lessons. Educators need to embrace digital technology in order to provide students with optimum learning opportunities.

 

 

Annotation 5

 

Hesterman, S. (2011). A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood. Contemporary Issues in Early Childhood, 12 (4), 349-361.

 

This article studies two specific early childhood classrooms and how ICTs were integrated into the learning to promote multiliteracy development. The impact of varying curricula, pedagogy and classroom environments influence the learning of literacies. Hesterman challenges educators to reconsider their pedagogical practices to accommodate a new multiliteracies approach. Multiliteracy provides students with opportunities of communicating through the use of visual, aural, gestural, spatial and linguistic modes to make meaning of their world. The study concludes that there is no one strategy for including ICTs in early childhood education, but the educator needs to understand their class and identify the appropriate strategies to use. Minimal support and resources will impact negatively on the integration of ICTs into early childhood lessons, even with a willing and competent educator.

 

 

Annotation 6

 

Henderson, Robyn (2004) Recognising difference: one of the challenges of using a multiliteracies approach? Practically Primary, 9 (2), 11-14.

 

The purpose of this article, Recognising difference: one of the challenges of using a multiliteracies approach, is to explain how multiliteracy encompasses more than including ICTs in lessons. Multiliteracy also relates to the diverse sociocultural backgrounds and environments of the students. Henderson queries how educators can understand their diverse classrooms to provide positive multiliteracy programs. The primary purpose of the article is to encourage educators to take the time to understand and recognise each child’s individual situation. This can be done by educators using efficient and flexible strategies, some of which Henderson has provided in the article. Henderson emphasises that students individual strengths and weaknesses can assist educators in planning appropriate programs and provide the students with opportunities to reach successful outcomes.

 

 

Annotation 7

 

Mills, K. (2009). Multiliteracies: Interrogating Competing Discourses. Language and Education, 23 (2), 103-116.

 

The article, Multiliteracies: Interrogating Competing Discourses analyses multiliteracies in education today and aims to highlight the diverse views on these theories. An analysis of the New London Groups components of multiliteracies (situated practice, overt instruction, critical framing and transformed practice) is discussed in relation to multiliteracy education. In today’s society educators are faced with the challenge of implementing varying literacy pedagogies to provide students with equitable education to reach successful outcomes. The article concludes that multiliteracies validate cultural diversity and the multiliteracy pedagogical approaches can be of benefit to a broad range of students. Mills discusses how educators need to recognise the importance of multiliteracy in education and the need for literacy pedagogy to include new technologies.

 

 

Annotation 8

 

Tan, J. P. & McWilliams, E. (2009). From Literacy to Multiliteracies: Diverse Learners and Pedagogical Practice, Pedagogies: An International Journal, 4 (3), 213-225.

 

This article focused on research conducted by Tan and McWilliams on the impact of multiliteracies in education. Two school contexts were used to record results from two digital learning initiatives. It concluded that students need to have a solid understanding of conventional print literacy before they can successfully progress to multiliteracies. Research demonstrated that educators not confident with ICTs were reluctant to incorporate them into their lessons which could disadvantage their students, and this is a generational issue, not pedagogical. However, students in the study were more engaged and competent with ICTs and chose to use them wherever possible. Educators need to embrace the 21st century and use pedagogical practices that benefit today’s culturally diverse classrooms.

 

 

Annotation 9

 

The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66 (1), 60-93. Retrieved from EJS database.

 

The New London Group provides information on new approaches to literacy faced by educators and students today. In the article, A pedagogy of multiliteracies: designing social futures investigates the importance of multiliteracies in the education of children today. The authors discuss the purpose of literacy education is to provide students with skills and knowledge that will prepare them for everyday life. Concepts of literacy understanding and teaching is expanded throughout this article and two key aspects are identified (cultural diversity and text forms). These two aspects are have been explored in relation to the relevance to today’s students. Investigations of this article are ongoing and aim to make a difference in literacy education.

 

 

Annotation 10

 

Winch, G., Ross Johnston, R., Match, P., Ljungdahl, L., & Holliday, M.(2010). Literacy Reading, Writing and Children’s Literature. Oxford University Press.

 

In chapter 21, Multiliteracies and Technology, Lesley Ljungdahl (2010) states, technology has become an important tool for writing. Teachers confident with technology can motivate their students by integrating a diverse range of ICTs into literacy lessons. Some of the benefits of integrating ICTs into lessons listed by Ljungdahl (2010) are, motivating students, promoting literacy understandings, skills development and independent and collaborative writing. A look at the importance of an educators competency skills at integrating relevant ICTs that deliver lessons that provide students with meaningful literacy outcomes. Ljungdahl (2010), has discussed resources that can be utilised to expand students’ multiliteracy skills (blogs, internet, word processing, and presentation and communication software). 21st century students are engaged in learning that includes ICTs (webquests and online games).