Multiliteracies

What are the five most important ideas you have learned about in your exploration of multiliteracies?

I have learned that:

  • For the digital native generation the digital age is their language, so it follows that education should entail much more than reading, writing, spelling and comprehension to meet the demands of a changing world where information and communications technology frames our very existence.
  • Problem solving, communication, collaboration, analysing and critical thinking in general, when taught as a processes, a fluency, value the individual over content. Lee Crockett writes:”When content starts to fade the process remains and students will have the skills necessary for their life beyond school.”
  • In 1996, the New London Group, recognised these challenges in their paper, A Pedagogy of Multiliteracies, which argued that this new way of learning suits the current post-Fordist worker who will come into contact with workers from other cultures, backgrounds, countries and situations.
  • Acknowledging the growing significance of cultural and linguistic diversity, multiliteracies recognises the shift to a common language of global commerce, media and politics (Bill Cope).
  • A major challenge for teachers will be letting go of control, of the situation, the flow of information and outcome, and embracing the dynamics through the elements of multiliteracies pedagogy: Situated practice, Overt Instruction, Critical Framing, and Transformed Practice, and in a school that is just as much a process as a place.
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