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Academic literature on the topic 'Multiliteracies'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Multiliteracies"

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Westby, Carol. "Multiliteracies." Topics in Language Disorders 30, no. 1 (January 2010): 64–71. http://dx.doi.org/10.1097/tld.0b013e3181d0a0ab.

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Hepple, Erika, Margaret Sockhill, Ashley Tan, and Jennifer Alford. "Multiliteracies Pedagogy." Journal of Adolescent & Adult Literacy 58, no. 3 (September 6, 2014): 219–29. http://dx.doi.org/10.1002/jaal.339.

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Hong, Ang Leng, and Tan Kim Hua. "A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 41–52. http://dx.doi.org/10.26803/ijlter.19.11.3.

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This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.
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Cui, Han, Yu Ping Tong, and Hong Jun Kang. "Study on Multimodality and Multiliteracies in EFL Teaching." Applied Mechanics and Materials 333-335 (July 2013): 2290–93. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2290.

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Cultural diversity and language variants resulting from the fast development of information technology influence the college English teaching including its methods and contents. Based on this background, we have discussed the understanding of multimodality and multiliteracies in the first part. Then through the research about college students’ awareness and level of multiliteracies, we can conclude that college students’ weak performance in multiliteracies. Therefore, some methods are suggested to improve college students’ multiliteracies and at last the instructions that the concept of multiliteracies has brought about for college English teaching are discussed.
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Holloway, Susan M., and Patricia A. Gouthro. "Using a multiliteracies approach to foster critical and creative pedagogies for adult learners." Journal of Adult and Continuing Education 26, no. 2 (April 8, 2020): 203–20. http://dx.doi.org/10.1177/1477971420913912.

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Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educators to consider, particularly given the increasing need to attend to learning issues pertaining to globalization, diversity, and the impact of new technologies. Data from the interviews are combined with an analysis of the literature to explore the benefits offered by a multiliteracies approach by considering four main areas: lifelong learning and multimodalities; opportunities for engagement for English as Additional Language learners; new digital technologies and multiliteracies; and multiliteracies’ emphasis on social justice. The article concludes with a consideration of the potential for multiliteracies to inform educators working in a range of adult learning contexts.
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Loerts, Terry, and Christina Belcher. "Engaging Multiliteracies Learning." Literacy Information and Computer Education Journal 6, no. 4 (December 1, 2015): 2094–102. http://dx.doi.org/10.20533/licej.2040.2589.2015.0279.

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Zenotz, Victoria. "The Multiliteracies Classroom." System 40, no. 1 (March 2012): 169–71. http://dx.doi.org/10.1016/j.system.2011.12.003.

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Zahra, Fatima Tuz. "The multiliteracies classroom." Language, Culture and Curriculum 25, no. 3 (November 2012): 321–24. http://dx.doi.org/10.1080/07908318.2012.718645.

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Kulju, Pirjo, Reijo Kupiainen, Angela M. Wiseman, Anne Jyrkiäinen, Kirsi-Liisa Koskinen-Sinisalo, and Marita Mäkinen. "A Review of Multiliteracies Pedagogy in Primary Classrooms." Language and Literacy 20, no. 2 (May 23, 2018): 80–101. http://dx.doi.org/10.20360/langandlit29333.

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In the digital era, students are walking new literacy paths. For this reason, there is a need to explore evolving literacy practices in school pedagogy. This is often addressed by the expanding use of the concept of multiliteracies. This article reviews studies (N = 67) of multiliteracies pedagogy. The main purpose was to explore how the concept of multiliteracies has been used and understood in primary classroom research. The findings indicate that the studies often took into account both the multimodality of meaning-making and the diversity of learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices.
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Botelho, Maria Jose, Julie Kerekes, Eunice Eunhee Jang, and Shelley Stagg Peterson. "Assessing Multiliteracies: Mismatches and Opportunities." Language and Literacy 16, no. 1 (May 23, 2014): 1. http://dx.doi.org/10.20360/g21g6w.

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While current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment. In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representing, to make sense of our new understandings, and showcase our knowledge construction. Our goal is to explore ways to translate the theories of multiliteracies into assessment practices that make visible children’s cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical processes with all kinds of texts.
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Dissertations / Theses on the topic "Multiliteracies"

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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16244/1/Kathy_Mills_Thesis.pdf.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.
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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16244/.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.
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Nascimento, Roseli Gonçalves do. "Research genres and multiliteracies." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100921.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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PowerPoint-supported presentations have become an important event for creating and sharing scientific knowledge within and across disciplines (LaPorte et al., 2002; Kunkel, 2004; Tardy, 2005; Adams, 2006). Yet little is known about the ways semiotic resources enabled by PowerPoint technology of slide editing and management (e.g. slide dimensions, layout, colour) are combined with conventional resources of "research talks" (Swales, 2005[2004]) and contribute to building presentations that are valued in specific contexts. In order to inform our understanding of how research meanings are multimodally made under the influence of the software, in this thesis I investigate a set of fourteen PowerPoint Research Presentations (PPRPs) from Applied Linguistics. Two planes of cohesion are explored: (1) along the slideshows; and (2) between the slideshows and the performance. Regarding the first plane, the analysis of "periodicity" (Martin and Rose, 2007[2003]) revealed that applied linguists foreground the software's 'modularised logic', construing 'serial expansion' (Martin and Rose (2007[2003]). Others however customise slideshows so as to build 'Design Hierarchies', in which particular slides are assigned higher discursive statuses. These presenters construed a path for their audiences gaze by a configuration of semiotic resources of the display mode - e.g. slide position, background, layout, typography. As for the second plane of cohesion, I propose that slides and performance relate by 'synchronicity'. The tool recontextualizes the system of taxis (Halliday, 2009c; Halliday and Matthiessen, 2004) to account for the semantic interdependency between the displayed discourse and the performative discourse at a given point in PPRPs. In each of the cohesive planes, I set out to identify the software resources that play a role in construing cohesive ties, and evaluate both their "functional specialization" (cf. Halliday, 2009e[1975]; Kress, 2008[2003]; Jewitt and Kress, 2008[2003]) and the demands they impose on presenters and on audiences in terms of genre, discipline, software and multimodal literacies. By indicating some of the ways in which the software influences the "process of semiotic production" (Kress and van Leeuwen, 2001) of such practice, I intend to move beyond prescriptive (e. g. Costa, 2001; Cyphert, 2004; DuFrene and Lehman, 2004; Grant, 2010) as well as technically-focused (e.g. Downing and Garmon, 2002; Jones, 2003) accounts of PowerPoint. As a conclusion, I suggest that descriptions of the meaning potential in PPRPs and its conditions of access should be incorporated in pedagogies of academic multiliteracies (New London Group, 1996; Kope and Kalantizs, 2000).
Apresentações de pesquisa com uso de PowerPoint desempenham um papel importante na criação e negociação de conhecimento científico em diferentes disciplinas (LaPorte et al., 2002; Kunkel, 2004; Tardy, 2005; Adams, 2006). Entretanto, pouco sabemos sobre os modos como os recursos semióticos potencializados pela tecnologia PowerPoint para edição e gerenciamento de slides (e.g. dimensões do slide, arranjo, cor) são combinados com recursos convencionais dos "relatos de pesquisa" (Swales, 2005[2004]) e contribuem para construir apresentações valorizadas em contextos específicos. No intuito de informar nosso entendimento sobre como significados de pesquisa são multimodalmente construídos sob a influência do software, nesta tese, investigo um conjunto de quatorze apresentações de pesquisa em PowerPoint (APPP) em Linguística Aplicada. Dois planos coesivos são explorados: (1) ao longo do texto em slides; e (2) entre os slides e a performance. No tocante ao primeiro plano, a análise da "periodicidade" (Martin e Rose, 2007[2003]) da informação revelou que os linguistas aplicados tendem a aderir à 'lógica modularizada' do software, realizando "expansão em série" (Martin e Rose (2007[2003]) do discurso. Outros, porém, 'personalizam' o texto em slides de modo a construir 'Hieraquias de Desenho', as quais atribuem valor de informação superordinada à determinados slides. Esses apresentadores direcionam o olhar de sua audiência por meio de uma configuração de recursos semióticos particulares do modo de exibição (e.g. sequência, fundo, arranjo, tipografia). Quanto ao segundo plano coesivo, proponho que slides e performance se relacionam por 'sincronicidade'. Essa erramenta recontextualiza o sistema de taxe (Halliday, 2009c; Halliday e Matthiessen, 2004) para explicar a interdependência semântica entre o discurso exibido e o discurso performado em um determinado ponto da APPP. Em cada um dos planos coesivos, busco identificar os recursos do software que desempenham função coesiva e avaliar tanto a sua "especialização funcional" (cf. Halliday, 2009e[1975]; Kress, 2008[2003]; Jewitt e Kress, 2008[2003]) quanto as demandas de letramento que impõem nos apresentadores e na audiência no que tange a gênero, disciplina, software e multimodalidade. Ao apontar alguns dos modos pelos quais o software influencia o "processo de produção semiótica" (Kress e van Leeuwen, 2001) dessa prática, pretendo ir além de orientações prescritivas (e. g. Costa, 2001; Cyphert, 2004; DuFrene e Lehman, 2004; Grant, 2010) e focadas em aspectos técnicos (e.g. Downing and Garmon, 2002; Jones, 2003). Sugiro, por fim, que a descrição dos significados potenciais em APPP e suas condições de acesso sejam incorporadas em pedagogias de multiletramentos acadêmicos (New London Group, 1996; Kope e Kalantizs, 2000).
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Magnusson, Petra. "Meningsskapandets möjligheter : multimodal teoribildning och multiliteracies i skolan." Doctoral thesis, Malmö högskola, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15174.

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This thesis concerns the changing predispositions and conditions for contemporary meaning-making in school education. From a socio-cultural perspective, multimodal theory formation is used to find suitable tools and concepts for developing teaching and learning. The overall aims are to investigate and conceptualize meaning-making in school in the frame ofmultimodal theory. Firstly, the research questions are concerned with how teachers work with written; paper-based, expository texts, and secondly, with students' meaning-making, working with meaning-offerings from different modes and media. This is followed by questions surrounding the predispositions for a multimodal view in the Swedish curriculum outline. Finally, the consequences for the role of fiction in education, using multimodal theory formation as a framework are addressed. The thesis presents two empirical studies which investigate meaning-making in upper secondary education, followed by critical discussions of the cmTiculum outline and the role of fiction. The empirical data was collected using methods inspired by ethnography in classes taking social sciences and media courses. The analyses were inspired by multimodal research, and the main analytical tools consist of a discourse framework and model inspired by Roz IvaniC, the Leaming Design Sequence developed by Staffon Selander, the wheel of multimodality and the pedagogy of multiliteracies, both developed by the New London Group and Bill Cope and :Mary Kalantzis. The first study focuses on the teachers' perspective in trying to develop students' meaning-making through written, paper-based expository texts. Analyses within the discourse framework and design layer model are used to describe the teachers' practical theory. The wheel ofmultimodality is used to differentiate the meaning-offerings used in class, and the pedagogy of multiliteracies is used to describe and analyze the discussions in groups and with the teacher. Results highlight three major possibilities for working with written, paper-based expository texts: a vvider view on meaning-making, meaning-offerings encompassing several modes and media, and the teacher's modeling ofthe reading through discussion. The second study describes and analyzes meaning-making and design in learning \vith meaning-offerings from different modes and media from the students' perspective. The analytical tools are the wheel of multimodality, the Learning Design Sequence and the further-developed pedagogy of multiliteracies. Results show a similarity in meaning-making regardless of mode and media, staiiing with the visual mode and with the students focusing their efforts on comprehending the meaning-offering. This can be explained by lack of clarity and lack of guidance which are seen as obstacles for learning. The discussions surrounding the curriculum outline and the role of fiction show that, in using a multimodal theory formation frame, the curriculum does not explicitly support a multimodal view on meaning-making and that fiction can not be seen as unique due to neither mode nor media. The results suggest that multimodal theory formation gives access to tools that are useful in developing students' meaning-making according to the predispositions and conditions oftoday, in which reading development is viewed as part of developing meaning-making as a who lei and that meaning-making in school should be based on a non-hierarchical and inclusive view on modes and media to create a readiness and a flexibility to meet demands of a rapidly-changing society. As a consequence, the curriculum outline needs to be reworded and the role of fiction in education needs to be problematized.
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Clark, Kristen Radsliff. "Charting transformative practice critical multiliteracies via informal learning design /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259635.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).
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Saurino, Penelope Link. "A case study of PN Charter School : conditions for multiliteracies /." ProQuest subscription required:, 2007. http://proquest.umi.com/pqdweb?did=1338840601&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed.D)--Boise State University, 2005.
Includes abstracts. Appendix E includes the complete preliminary study and the first three chapters of the dissertation titled: Preliminary study : nine themes of multiliteracies, a literary implementation framework. Includes bibliographical references. Also available online via the ProQuest Digital Dissertations database.
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Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.

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Beecher, Bronwyn R. "Early multiliteracies working with family practices, children's agency and critical dialogue /." View thesis, 2010. http://handle.uws.edu.au:8081/1959.7/46178.

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Thesis (Ed.D.)--University of Western Sydney, 2010.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Drewry, Rachel. "Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning." Thesis, Drewry, Rachel (2017) Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/35565/.

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This thesis presents the results of a study designed to examine ways to engage and scaffold primary school students who experience literacy learning difficulties. Utilising a pedagogy of multiliteracies, proposed by the New London Group (1996, 2000), and a framework for inclusive pedagogy (Florian, 2014), this thesis sought to investigate ways to facilitate meaningful literacy learning for students who experience challenges when participating in print-based classroom activities. A qualitative case study approach was adopted to support the broader sociocultural and multiliteracies perspective that underlies the theoretical direction of this research. Three student case studies were constructed illustrating the students’ in-school and out-of-school literacy practices. Research data indicated that while these students exhibited strong engagement with multiple literacies in their out-of-school environment, their experiences in a classroom context were, at times, challenging and marginalising. During the fieldwork period, which took place in a Western Australian Year 6 primary classroom, a multimodal literacy activity was implemented over one school term. This activity required students to: 1. Audioread the novel The Bad Beginning 2. Create a storyboard utilising the iPad app Kid’s Book Report and 3. Create an iMovie review about the novel. Data analysis revealed that engagement with the multimodal literacy activity emerged in similar ways for the case study students. These students appeared to be engaged with the literacy activity when they were: • Activating prior knowledge and immersed in meaningful practices via situated learning. • Experiencing opportunities to create meaning in multiple ways. • Fostering shared meanings - scaffolded within a community of practice. Results indicate that engagement with multiple literacies, beyond the printed word, allowed the students to navigate literacy within various contexts. Exploring multimodal ways to present their thoughts further enhanced the students’ engagement with the multimodal literacy activity. This study provides insight into key areas in the field of literacy research and contributes to understandings of: multiliteracies; inclusive pedagogy; sociocultural approaches to literacy; and open-ended and flexible approaches to literacy learning. The study may be of interest to pre and in service primary school educators and education researchers and policy makers.
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Brenneman, Megan E. "Composing the Past through the Multiliteracies at the May 4 Visitors Center." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1543565953439188.

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Books on the topic "Multiliteracies"

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Anstey, Michèle, and Geoff Bull. Foundations of Multiliteracies. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315114194.

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Cope, Bill, and Mary Kalantzis, eds. A Pedagogy of Multiliteracies. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137539724.

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Pedagogy of multiliteracies: Rewriting Goldilocks. New York, NY: Routledge, 2011.

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Multiliteracies for a digital age. Carbondale: Southern Illinois University Press, 2004.

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Zapata, Gabriela C., and Manel Lacorte, eds. Multiliteracies Pedagogy and Language Learning. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63103-5.

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Multiliteracies in world languages education. New York: Routledge, 2015.

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Ma, Will W. K., Allan H. K. Yuen, Jae Park, Wilfred W. F. Lau, and Liping Deng, eds. New Media, Knowledge Practices and Multiliteracies. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-209-8.

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Cope, Bill, and Mary Kalantzis. A pedagogy of multiliteracies: Learning by design. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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Multiliteracies beyond text and the written word. Charlotte, NC: Information Age Pub., 2011.

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Doloughan, Fiona J. Contemporary Narrative: Textual production, multimodality and multiliteracies. London: Continuum International Pub. Group, 2011.

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Book chapters on the topic "Multiliteracies"

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Kalantzis, Mary, and Bill Cope. "Multiliteracies." In Encyclopedia of Educational Philosophy and Theory, 1–8. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_112-1.

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Kalantzis, Mary, and Bill Cope. "Multiliteracies." In Encyclopedia of Educational Philosophy and Theory, 1472–79. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_112.

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Walsh, Maureen, and Cal Durrant. "Multiliteracies." In Literacy Teacher Educators, 175–87. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-200-6_14.

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Lisenbee, Peggy S., Jodi Pilgrim, and Sheri Vasinda. "Multiliteracies." In Integrating Technology in Literacy Instruction, 16–28. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429340154-3.

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Turpin, Kristen M. "Multiliteracies Pedagogy." In Education for Sustainable Development in Foreign Language Learning, 34–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-4.

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Early, Margaret, and Maureen Kendrick. "Multiliteracies Reconsidered." In Literacy Lives in Transcultural Times, 43–57. New York, NY : Routledge, 2017. | Series: Exploring literacies in education ; 6: Routledge, 2017. http://dx.doi.org/10.4324/9781315400860-5.

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Accurso, Kathryn, Brenda Muzeta, and Sara Pérez Battles. "Reflection Multiliteracies." In In Pursuit of a Multilingual Equity Agenda, 89–108. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003162575-4.

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Anstey, Michèle, and Geoff Bull. "The rise of multiliteracies: Global trends and practices that change literacy." In Foundations of Multiliteracies, 1–43. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315114194-1.

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Anstey, Michèle, and Geoff Bull. "Being multiliterate: A repertoire of practices." In Foundations of Multiliteracies, 44–79. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315114194-2.

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Anstey, Michèle, and Geoff Bull. "Communicating through multimodal texts and semiotic systems." In Foundations of Multiliteracies, 80–126. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315114194-3.

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Conference papers on the topic "Multiliteracies"

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Walton, Marion. "Multiliteracies and Tumi's web search." In CHI '01 extended abstracts. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/634067.634155.

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Walton, Marion. "Multiliteracies and Tumi's web search." In CHI '01 extended abstracts. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/634153.634155.

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Cendros Araujo, Rosa. "REDESIGNING MULTILITERACIES FOR TEACHER CANDIDATES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0149.

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Marenzi, Ivana, and Deirdre Kantz. "ESP Course Design - A Multiliteracies Approach." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.69.

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Irwandy, Irwandy, Elvi Syahrin, and Pengadilan Sembiring. "Reception Écrite Teaching and Learning Model Based on Multiliteracies Approach (A Strategy in Improving Students’ Multiliteracies)." In Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-10-2018.2287317.

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Mandarani, Vidya, Pratiwi Retnaningdyah, and Ali Mustofa. "Students’ Responses to Literature within Multiliteracies Pedagogy." In Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.9-10-2021.2319692.

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Morita Mullaney, Trish. "Multilingual Multiliteracies: Transforming Languages and Literacies in the Heartland." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587455.

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Khairi, Agus, Pratiwi Retnaningdyah, and Mr Aswandi. "Revealing Multiliteracies in English as a Foreign Language Classroom." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.28.

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Gillen, Julia. "Rethinking Multiliteracies: Deaf Children Storymakers in Ghana, India, and Uganda." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687195.

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Siyaswati. "Multiliteracies Approach in English Language Teaching Paradigm in 21st Century." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.020.

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