To frontload your understanding of what multiliteracy is, this brief, visually wonderful video will be your guide.
Now, to apply theory to the video, the following will act as your brief multiliteracies tutorial.
Traditional ways of teaching, such as one reading for the entire class, no longer hold the same relevance in today’s classrooms as they did in the past. Students bring diverse backgrounds to the classroom while having a variety of media inputs at the disposal. How then do teachers keep up with student interests in an effort to increase levels of achievement while still holding true to learning outcomes prescribed by the Ministry of Education here in Ontario? Multiliteracy pedagogy may be an answer to this question.
Multiliteracy pedagogy is designed to engage the learner through focusing on their background and interests and better prepares them to deal with the intricacies of the world. At the heart of multiliteracy pedagogy are four key terms: situated practice, over instruction, critical framing, and transformed practice. These four components of multliteracy pedagogy stem from the New London Group’s work in the late 1990s on redesigning how educators view literacy in the classroom.
The basis for each component is as follows (adapted from the work of the New London Group, 1996).
Situated Practice: Engaging learners in meaningful, authentic lessons/projects that incorporate one’s community and background.
Overt Instruction: Teaching in the moment to better guide the student towards success.
Critical Framing: Looking at any given message from another perspective to recognize its value on multiple levels.
Transformed Practice: Taking one’s understanding and placing it another context. In essence, a juxtaposition of understanding.
For further understanding, visit How to teach Multiliteracies.
Promoting Multilteracies pedagogy:
It provides students with choice and possible real life applications above and beyond resume or essay writing. It focuses on promoting and celebrating the background of each student, embracing their mother tongue, and seeing value in the process of differentiation. Multiliteracies pedagogy allows teachers to reflect upon the learning styles of their students in an effort to venture towards a variety of learning opportunities including raps, rants, and perhaps even creating or reading info-graphics. Multiliteracies pedagogy is more than just understanding and decoding meaning from media, it is about embracing the complexities of the world’s communication system.
Cazden, C., Cope, B., Fairclough, N., Gee, J., et al. (1996). A pedagogy of multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60-92.