Multiliteracies

In today’s society it is integral that students acquire a high level of multiliteracy skills that will prepare them for everyday life in the 21st century. Literacy is defined as a person’s ability to read and write a variety of language contexts and understand these meanings. The Australian Curriculum has taken into account the social and cultural diversity of students and this has influenced the way literacy has been included in the curriculum. Today multiliteracy skills are important in today’s technological society, multiliteracies encompass more than a diverse range of ICTs into lessons, but relates to the diverse socio cultural backgrounds of the students. Teachers have many opportunities when planning lessons to include a variety of texts that will allow the students to develop multiliteracy skills. This essay will discuss the importance of why and how multiliteracies can be included in early childhood education to benefit 21st century students.

 

The Australian Curriculum supports multiliteracies by including ICTs as a general capability that teachers need to consider including when delivering lessons. Literacy is constantly changing and it is necessary that students have a sound knowledge and understanding of the core concepts and skills of literacy. Tan & McWilliams (2009), state the importance of students needing to have a sound knowledge of traditional texts before moving onto digital texts. Using a diverse range of texts will allow the teacher to implement lessons that are authentic to each individual student. Anstey & Bull (2006), discusses the importance of the development and implementation of multiliteracies and how it’s important for teachers to ensure all students are exposed to a variety of multiliteracies.

 

The development of globalisation has resulted in the necessity to differentiate literacy lessons to provide relevant skills for the diversity of classrooms which is in contrast to the traditional strategies of delivering literacy on one level. In today’s multicultural society it is important that literacy education reflects the diversity of students within the classroom. The diverse social and cultural backgrounds of the students can be reflected in multiliteracy lessons and can validate the cultural diversity of society. Multiliteracy supports the constructivist model of learning by allowing students to make meaning of diverse experiences.

 

The increasing use of technology in today’s society requires students to be multiliterate to become positive contributing members of society. An important part of being successful in today’s technological world is having the ability use and understand a variety of technological devices. This doesn’t mean that traditional texts are irrelevant, but digital texts need to be incorporated into pedagogy. The New London Group have been key contributors in introducing ICTs into literacy lessons and the development of multiliteracies. They have put forward ideas of multiliteracy and how literacy education is more than a student being able to read and write. Cope & Kalantzis (2009), discusses the importance of students having the ability to make meaning of a variety of texts and being open to new ideas. Hesterman (2011) recognises that the increasing use of technological devices require students to have multiliteracy skills that enable them to use a diverse range of communication methods. Lessons that include ICTs engage and motivate the students to participate which in turn promotes multiliteracy development. Elmaifi (2014), states that many students found learning in a technology-enhance setting more stimulating and much better than in a traditional classroom environment.

 

In today’s technological society students are confident and motivated to use technological devices, therefore it is easy to integrate these resources into the classroom. The New London Group has been influential in encouraging teachers to embed ICTs into lessons as a way of promoting multiliteracy. This can be done by including ICTs in lessons that focus on situated practice, overt instruction, critical framing and transformed practice. Teachers can integrate ICTs into lessons by using a diverse range of technological resources. An interactive whiteboard is versatile and can be used in various ways to engage a whole class in the learning experience. IPads and computers are also a common resource in most early childhood classrooms and students utilise these for a diverse range of learning experiences. Grabil & Hicks (2005), state that concepts and perspectives of multiliteracy are changing and that students are using technology for communication and how computers are changing the writing process. The use of technology for communication (texts and social forums) is becoming more prevalent and to participate competently students need to be multiliterate.

 

21st century teachers need to recognise the importance of integrating information communication technologies in literacy education. Mills (2009), discusses the challenges teachers face in today’s society in implementing pedagogies that are relevant and equitable for the diversity of today’s classrooms. Teachers need to consider the diversity of classrooms and have an in-depth understanding of individual student’s sociocultural backgrounds when planning and implementing literacy lessons. Henderson (2004), emphasises that efficient, flexible strategies aimed at students’ strengths and weaknesses can be pivotal in planning and implementing literacy lessons that will assist students in achieving successful outcomes. It is important that teachers recognise that all forms of representation are considered processes of transformation and that students need to do more than just copy these practices. The New London Group is constantly reviewing multiliteracy pedagogy and putting forward updated strategies and ideas. They developed a framework of multiliteracies that addressed the rapid change in literacy due to globalisation, technology and increasing cultural and social diversity (New Literacies and Classroom Practice. 2012). When planning lessons teachers need to thoroughly understand curriculum requirements and integrate ICTs that will engage the students in the learning process to produce successful outcomes. Tan & McWilliams (2009), argue that teachers who are less confident with ICTs will be reluctant to integrate them into lessons and classroom practices which will disadvantage today’s students. Professional development and continuous teacher education is important and is a key factor in providing students with successful learning experiences.

 

In conclusion embedding ICTs into lessons that align with the Australian Curriculum and consider students diversity will promote multiliteracy development in early childhood education. Literacy pedagogy is more than just developing skills and competence, it is aimed at creating students who can understand the meaning of a variety of texts. In today’s society multiliteracy skills are an essential tool used to prepare students for a successful future. There are many benefits of embedding ICTs into lessons and a variety of strategies that teachers can use to provide individual students with successful outcomes. Teachers today need to recognise the importance of technology, be competent in using ICT resources and implement pedagogical practices that will be of benefit to today’s culturally diverse classrooms.