Journal articles: '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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Ghimire, Nani Babu, and Yam Prasad Pandeya. "Early grade teachers' awareness and skills on multiliteracies pedagogies." Scholars' Journal 3 (December 1, 2020): 1–15. http://dx.doi.org/10.3126/scholars.v3i0.37126.

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Multiliteracies is a pedagogical approach developed in 1994 by the New London Group (NLG) that aims to make classroom teaching more inclusive by addressing cultural and linguistic diversity, and rapid development in communication channel and technology. The purpose of this study was to explore the early grade teachers' perception on multiliteracies pedagogy and their awareness, skills and proficiency on it. We used critical ethnography research design to obtain rich and in-depth data from five years' experienced three early grade teachers through interviews and participant classroom observation in a community school of Nepal. Interviews and class observation of teachers were audio-recorded, and recorded data were transcribed assigning codes, and main two themes were developed in terms of the codes. Regarding understanding and awareness on multiliteracies pedagogy, the findings reveal that the teachers do not have more clear theoretical concept on it. They perceive multiliteracies as being literate not only through reading and writing but also using pictures, signs, symbols and mimics. They are aware in the use of multiliteracies pedagogy to make teaching learning effective but they do not have sufficient skills and proficiency on it. They can apply multiliteracies pedagogy in early grades effectively if their knowlwdge and skills is developed through training and capacity development programme on it.

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Gouthro, Patricia, and Susan Holloway. "Preparing Teachers to Become Lifelong Learners: Exploring the Use of Fiction to Develop Multiliteracies and Critical Thinking." Language and Literacy 15, no. 3 (August 28, 2013): 50. http://dx.doi.org/10.20360/g2588t.

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Drawing upon research from a SSHRC grant entitled Creating a Canadian “Voice”: Lifelong Learning, the Craft of Fiction Writing, and Citizenship, we examine how multiliteracies and critical thinking can be fostered using a framework of lifelong learning for teachers. We provide examples from authors and key informants who discuss learning and fiction writing to argue that there are benefits for diverse learners in using wider, more inclusive definitions of literacy associated with multiliteracies. We also provide examples of how multimodal technologies can foster learning connected to critical thinking and multiliteracies.

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Tremblay-Beaton, Katie. "Multiliteracies in Music Education." International Journal for Cross-Disciplinary Subjects in Education 5, Special 3 (September 1, 2015): 2579–82. http://dx.doi.org/10.20533/ijcdse.2042.6364.2015.0351.

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Mills, Kathy A. "Multiliteracies: interrogating competing discourses." Language and Education 23, no. 2 (March 31, 2009): 103–16. http://dx.doi.org/10.1080/09500780802152762.

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van Rensburg, Wilhelm. "CSL, Multiliteracies, and Multimodalities." Education as Change 11, no. 3 (December 2007): 183–89. http://dx.doi.org/10.1080/16823200709487187.

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McMonagle, Sarah. "Pedagogy of multiliteracies: rewritingGoldilocks." Language, Culture and Curriculum 25, no. 3 (November 2012): 324–27. http://dx.doi.org/10.1080/07908318.2012.718648.

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Lotherington, Heather, Kurt Thumlert, Taylor Boreland, and Brittany Tomin. "Redesigning for mobile plurilingual futures." OLBI Journal 11 (March 15, 2022): 141–72. http://dx.doi.org/10.18192/olbij.v11i1.6179.

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The New London Group’s 1996 manifesto was a clarion call to educational researchers to fundamentally redesign language and literacy education for the needs of global learners communicating in evolving digital media environments. In this conceptual overview, the “how”, “what” and “why” of multiliteracies are critically re examined from the perspective of mobile digital language learning in posthumanist media ecologies, with attention drawn to paradigm shifts in language, technology, multimodality and context. We argue that Web 3.0 environments, AI and rapidly emerging algorithmic cultures have outpaced earlier critical theorizations of multiliteracies and digitally mediated learning practices as well as meaningful implementation of multiliteracies pedagogies in schools. We then reconsider the affordances and constraints of Web 3.0 tools for multilingual/plurilingual language learning, and sketch pathways for critical and productive engagements with mobile devices and multiliteracies pedagogies that reframe and advance the important critical work of the New London Group.

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Fantin, Monica. "Beyond Babel." International Journal of Digital Literacy and Digital Competence 2, no. 1 (January 2011): 1–6. http://dx.doi.org/10.4018/jdldc.2011010101.

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This article highlights the importance of the concepts of media literacy, and digital and informational literacy to understand the multimodal meaning of multiliteracies and their interfaces. An analogy with Babel is used to understand the different ways in which this concept articulates the linguistic, visual, audio, spatial, and gestural dimensions in digital culture. In this framework, the question of convergence is highlighted in learning experiences undertaken in formal and informal contexts. To qualify the meaning of this learning for the subject, the article mentions the concept of personal literacy to locate the importance of subjectivity in the interactions that the multiliteracies offer. Finally, in an exercise of representation of the components of the multiliteracies, the article presents a diagram that highlights the importance of mediation and the forms of appropriation that express concepts and experiences in search of a transformative pedagogical practice, as an opportunity to understand the multiliteracies as a condition of dialog, expression and participation in the culture.

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Hesterman, Sandra. "A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood." Contemporary Issues in Early Childhood 12, no. 4 (January 1, 2011): 349–61. http://dx.doi.org/10.2304/ciec.2011.12.4.349.

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If students are to be equipped with skills necessary to meet the challenging and diverse demands of different forms of communication brought about by the introduction of new technologies, then a broader definition of literacy is required. A pedagogy of multiliteracies recognises that there are multiple modes of representation that communicate meaning beyond language alone. As debate on information and communication technology (ICT) integration and literacy definition intensifies, early childhood teachers contemplate how they will accommodate these changes. How will early childhood education facilitate young children's use of ICT to support multiliteracies learning? This study investigated how two Western Australian teachers integrated ICT to support multiliteracies learning in early childhood classrooms. Two case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how different curricular, pedagogical, and classroom designs impact on children's early literacy experiences. An analysis across the two cases illuminated how different pedagogy, definitions, support, resources and curriculum shaped the dialogic intersection of ICT and multiliteracies in early childhood education.

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Fadila, Nadzifa Nur, Sri Setyarini, and Gin Gin Gustine. "Channeling Multiliteracies in Digital Era: A Case Study of EFL Student-Made Video Project in Vocational High School." Journal of English Language Teaching and Linguistics 6, no. 1 (April 17, 2021): 73. http://dx.doi.org/10.21462/jeltl.v6i1.494.

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The rapid growth of technology and the new demand of workforce in 21st century have intrigued the research to explore multiliteracies in EFL vocational high school through student-made video project. The skills to process information from mass media and operate in a digitized field are deemed to be necessary for vocational high school students. Student-made video project can be considered as an alternative in training students to enhance their multiliteracies skill, which will be explored in this research. Through a case study design, the integration process and salient modes of multiliteracies are captured. Involving a teacher and students of a vocational high school, the findings revealed that the student-made video project are conducted through four main stages, namely experiencing, conceptualizing, analyzing, and applying. The modes of multiliteracies appeared more frequent are visual representation, audio representation, and oral language in the form of video visual, audio of the video, script writing, and classroom discussion.

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Losada Rivas, Jhon Jairo, and David Alfonso Suaza Cardozo. "Video-Mediated Listening and Multiliteracies." Colombian Applied Linguistics Journal 20, no. 1 (February 16, 2018): 11–24. http://dx.doi.org/10.14483/22487085.12349.

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Multiliteracies is an innovative approach that helps understanding learning and teaching processes in current times. Besides, how these processes take place in new societies, regarding multiplicity and diversity in changing contexts, situations, meaning sources and discourses. Based on the need to explore the incidence of multiliteracies in EFL education, this study presents the ways in which video-mediated listening activities contribute to the construction of new meanings in an EFL setting. This qualitative action research was carried out at a private school of Rivera, Huila with 11th grade students. Pedagogical interventions involved all students (16), nonetheless convenience sampling was used to narrow research data to six participants. The goal was to analyze how the construction of meaning was developed through the implementation of video-mediated listening activities under a multiliteracies approach. Data were collected through field notes, pupil diaries, interviews and students’ artifacts obtained from class implementations. The findings show that students established interactions with different sources of information provided by the videos that enabled them to create and disclose new meanings derived from their transformed interpretations. The results also shed light on how video-mediated listening activities foster students’ understandings of their own learning processes. Keywords: Video-mediated listening, meaning-making process, multiliteracies, EFL learning.

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Su, Huanan, and Fengyi Ma. "A Conceptual Paper on Future Development of Literacy Theories and Language Learning among Contemporary Chinese College EFL Students." International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 102. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.102.

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This paper aims to further understand the future development of literacy theory and language learning in contemporary Chinese universities through the research on the current situation of EFL students’ literacy in Chinese universities and the teaching characteristics of contemporary Chinese teachers. In this study, literature analysis method, literature comparison analysis method, literature synthesis method and other analytical methods were used to obtain the results. Based on our results, the lack of literacy training is an extremely important reason for the defects of literacy skills of contemporary Chinese college EFL students in the process of language learning. The strengthening of literacy training is one of the key measures to improve the comprehensive level of literacy of contemporary Chinese college EFL students in the process of their language learning. Theoretically, the future development of literacy theories and language learning among contemporary Chinese college EFL students is bound to closely connect with the new theory of multiliteracies and critical literacy in literacy development and the multiliteracies teaching methodology in language learning. Practically, the new theory of multiliteracies puts forward a series of hypotheses for school literacy education to cope with the drastic changes facing the world today. At the same time, the critical literacy theory is rooted in critical education theory, focusing on the important role of literacy in the formation of individual human values. Besides, the multiliteracies teaching methodology in language learning explores how to change traditional teaching methods, effectively using multimedia resources, and cultivating language learners’ skills of multiliteracies.

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Kristiyani, Ary. "PENGEMBANGAN BUKU REFERENSI MENULIS FAKTUAL BERBASIS MULTILITERASI." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 4, no. 1 (May 5, 2020): 177–84. http://dx.doi.org/10.21831/jk.v4i1.30724.

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Penelitian ini bertujuan untuk mendeskripsikan pembelajaran menulis faktual, menghasilkan buku referensi menulis faktual berbasis multiliterasi dan mendeskripsikan pendapat pakar terhadap produk tersebut. Penelitian ini menggunakan metode penelitian pengembangan. Teknik pengumpulan data dilakukan melalui studi pustaka, studi lapangan, wawancara, dan angket. Analisis data yang digunakan dalam penelitian ini adalah analisis kualitatif dan kuantitatif. Analisis kualitatif digunakan untuk mendeskripsikan data kualitatif seperti data wawancara dan analisis dokumen. Analisis kuantitatif digunakan untuk mengolah data angket. Prosedur pengembangan mengikuti langkah desain produk, tahap uji materi dan merevisi produk. Hasil penelitian menunjukkan bahwa pembelajaran menulis faktual menggunakan sumber referensi di internet, Pedoman Umum Ejaan Bahasa Indonesia, Kamus Besar Bahasa Indonesia, dan Buku Sekolah Elektronik. Buku referensi menulis faktual berbasis multiliterasi disusun secara runtut dan detail untuk membantu pembaca memahami, menggunakan, dan mengaplikasikan dalam praktik menulis faktual. Buku referensi menulis faktual berbasis multiliterasi dalam kategori layak digunakan dengan revisi, yaitu perbaikan pada penerapan multiliterasi.DEVELOPING MULTILITERACIES BASED WRITING FACTUAL REFERENCE BOOKThis study was aimed at describing the factual writing of the students before using multiliteracies based factual reference book, generating multiliteracies based factual reference book, and describing the expert judgements of the reference book. This study used Research and Development (R&D) method. The data were collected through literature studies, field studies, interviews, and questionnaires. The data analysis methods used were qualitative and quantitative analysis. The qualitative analysis was used to describe the data from the interview and the documentation. The quantitative analysis was used to analyze the questionnaire data. The stages of this study were product design, expert judgement, and revision. The result of the study shows that before the use of multiliteracies based reference book, the learning materials are limited to the reference sources on the internet, General Guidelines for Indonesian Spelling, Indonesian Dictionary, and Electronic School Textbooks. Multiliteracies based writing factual reference book is arranged in coherence and detail to help readers in understanding, using, and applying the factual writing texts. The expert judgements on the product show that the product is categorized into feasible with revision. Some improvements are needed in the multiliteracies application.

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Cumming-Potvin, Wendy. "Scaffolding, Multiliteracies, and Reading Circles." Canadian Journal of Education / Revue canadienne de l'éducation 30, no. 2 (January 1, 2007): 483. http://dx.doi.org/10.2307/20466647.

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Harrop-Allin, Susan. "Multimodality and the Multiliteracies Pedagogy." Journal of Research in Music Education 65, no. 1 (February 1, 2017): 25–51. http://dx.doi.org/10.1177/0022429417694874.

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Drawing on a study of children’s musical games in urban South Africa, this article employs two theoretical frames: that of multimodality and the multiliteracies pedagogy. These are applied to a contextual analysis of the forms of musicality that musical games embody and to ways of incorporating children’s play into pedagogy. Based on ethnographic research in primary schools in Soweto, I first examine representative examples of musical games in order to demonstrate children’s musicianship in relation to the concept of multimodality. Analysis reveals the games’ sophistication in terms of children’s deployment of multiple modes and the inventiveness their methods imply. Furthermore, a multimodal theoretical frame and analytical approach enables an understanding of musicality as the capacity to “design.” Second, children’s multimodal musicality prompts questions about how such musicality may become a resource in formal learning. I propose that applying the multiliteracies pedagogy to music education offers a methodological solution for “recruiting” musical games so that the capacities children demonstrate in their games may be developed.

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Cope, Bill, and Mary Kalantzis. "“Multiliteracies”: New Literacies, New Learning." Pedagogies: An International Journal 4, no. 3 (August 6, 2009): 164–95. http://dx.doi.org/10.1080/15544800903076044.

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Cloonan, Anne. "Multimodality Pedagogies: A Multiliteracies Approach." International Journal of Learning: Annual Review 15, no. 9 (2008): 159–68. http://dx.doi.org/10.18848/1447-9494/cgp/v15i09/45952.

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Leander, Kevin, and Gail Boldt. "Rereading “A Pedagogy of Multiliteracies”." Journal of Literacy Research 45, no. 1 (December 27, 2012): 22–46. http://dx.doi.org/10.1177/1086296x12468587.

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Trigos-Carrillo, Lina, and Rebecca Rogers. "Latin American Influences on Multiliteracies." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 7, 2017): 373–88. http://dx.doi.org/10.1177/2381336917718500.

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Twenty years after the New London Group’s publication of A Pedagogy of Multiliteracies, we present an analytical literature review that traces the routes and roots of multiliteracies scholarship in Latin America. We found high research activity in Latin America in the areas of literacy education and critical literacy; indigenous, bilingual, and intercultural education; and technology and digital literacy. We argue that the inclusion of scholarship from the global South is essential to the goal of recognizing epistemological diversity. Further, different theories of knowledge need to coexist to transform diversity into cognitive justice. This article is an intercultural effort to widen the scope of literacy education inquiry in historically marginalized areas of the world.

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Moore, M. R. "Multiliteracies for a Digital Age." IEEE Transactions on Professional Communication 48, no. 4 (December 2005): 427–29. http://dx.doi.org/10.1109/tpc.2005.859723.

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Alexander, Bryan. "Web 2.0 and Emergent Multiliteracies." Theory Into Practice 47, no. 2 (April 23, 2008): 150–60. http://dx.doi.org/10.1080/00405840801992371.

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Olthouse, Jill M. "Multiliteracies Theory and Gifted Education." Gifted Child Today 36, no. 4 (September 6, 2013): 246–53. http://dx.doi.org/10.1177/1076217513497575.

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Jacobs, Gloria E. "Designing Assessments: A Multiliteracies Approach." Journal of Adolescent & Adult Literacy 56, no. 8 (May 2013): 623–26. http://dx.doi.org/10.1002/jaal.189.

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López Gopar, Mario Enrique, William Sughrua, and Edwin Nazaret León Jiménez. "Lingüística aplicada crítica y multilectoescrituras: dos lentes incluyentes para la realidad multilingüe e intercultural de México." Tequio 3, no. 8 (January 2, 2020): 7–16. http://dx.doi.org/10.53331/teq.v3i8.9208.

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The goal of this paper is to present two theoretical concepts: critical applied linguistics and multiliteracies. It is argued that these two concepts can provide a theoretical framework where the intercultural and multilingual situation of Mexico and the social practices of vulnerable groups, such as indigenous groups, can be seen in a positive light, as opposed to the deficit models regularly used to see these groups. First, a succinct historical account of applied linguistics is presented, concluding this section with the description of critical applied linguistics. Then, the concept of multiliteracies is presented, focusing on the notions of multimodality and design. The paper concludes making connections between critical applied linguistics and multiliteracies with the cultural situation of Mexico.

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Jacobs, Curran Katsi’sorókwas. "Two-Row Wampum Reimagined: Understanding the Hybrid Digital Lives of Contemporary Kanien’kehá:ka Youth." Studies in Social Justice 13, no. 1 (March 21, 2019): 59–72. http://dx.doi.org/10.26522/ssj.v13i1.1962.

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This article explores the digital life of one Indigenous youth and her experience with multiliteracies. The piece emphasizes the hybrid identity of contemporary Indigenous youth who not only reconcile traditional and contemporary identities, but also participate actively in several digital communities and life worlds. Through a participatory action research approach, listening to the digital experiences of youth can have fundamental impacts for creating more socially just pedagogical practices for multimodal multiliteracies.

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Duboc, Ana Paula Martinez, and Lynn Mario Trindade Menezes de Souza. "Delinking Multiliteracies and the Reimagining of Literacy Studies." Revista Brasileira de Linguística Aplicada 21, no. 2 (April 2021): 547–76. http://dx.doi.org/10.1590/1984-6398202117998.

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ABSTRACT This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It has two fundamental aspects: one, of an epistemic nature, refers to the need to de-link the concept from a particular hegemonic scholarship so that local knowledge production may prevent literacy practices from universalisms and methodologization; the other, of a technological nature, refers to the need to de-link the concept of multiliteracies from its apparent subjection to the digital.

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Nuroh, Ermawati Zulikhatin, Ahmad Munir, Pratiwi Retnaningdyah, and Oikurema Purwati. "Innovation in ELT: Multiliteracies Pedagogy for Enhancing Critical Thinking Skills in the 21st Century." Tell : Teaching of English Language and Literature Journal 8, no. 2 (September 1, 2020): 9. http://dx.doi.org/10.30651/tell.v8i2.5001.

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: The problem with this research is the lack of skills and thinking skills of humane education in the twenty-first century, especially of critical thinking and problem-solving. It is caused by several factors, one of the main factors is, learning that has not been oriented to the development of the twenty-first-century thinking skills and still only focuses on achieving partial-textual knowledge and not on the integrative-contextual understanding of the knowledge learned. In line with this, it takes an effort to improve the critical thinking skills of Indonesian education. The effort should be initiated by engineering the appropriate education model and on target, one of which is multiliteracies pedagogy. This research was conducted using the literature study discussing multiliteracies pedagogy to enhancing critical thinking skills in the twenty-first century. Literature review refers to a written synthesis of journal articles, books, and other documents that summarizes and critiques the past and current state of information about a topic, organizes the literature into sub-topics, and documents the background for a study. It can be concluded that the implementation of the multiliteracies pedagogy models is one of the alternative learning models that can improve critical thinking and problem-solving students in the university effectively in the areas of study taught compared to the most direct models used in English Language Teaching (ELT). Therefore, it is advisable to implement multiliteracies pedagogy in the practice of learning activities. Also, the application of multiliteracies pedagogy should be supported by the cooperation of all elements, both between teachers, management, and parents. This needs to be done to realize the effectiveness of quality learning, thus giving implications on the growth of potential students.

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Prihantoro, Prihantoro, Didi Suherdi, and Ahmad Bukhori Muslim. "Developing Students’ Multimodal Communicative Competence Through Multiliteracies Pedagogy." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 2 (August 28, 2022): 191. http://dx.doi.org/10.29240/ef.v6i2.5242.

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With the rise of globalization, digitization, and the emergence of the fourth industrial revolution, meaning-making modes are now increasingly multimodal in which written linguistics modes of meaning interface with oral, visual, audio, gestural, tactile, and spatial patterns of meaning. In the EFL context, this situation unavoidably urges changes in the goal of English language teaching to include multimodal communicative competence. In response to such challenges, multiliteracies pedagogy offers plausible solutions. In a multiliteracies classroom, students are supported through a pedagogy that provides them with ample opportunities to develop their knowledge and skills to multimodally examine diverse information sources and content, critically explore the information, and become active meaning-makers and effective communicators. This study aims at investigating the implementation of multiliteracies pedagogy in English language teaching to foster students’ multimodal communicative competence. This is a qualitative case study involving twenty students of the English language department of IAIN Curup. The data of the study are gained through observation, interviews, and students’ artefacts. The data collected from these instruments were examined qualitatively using thematic and categorical coding. The result of this study demonstrates the enactment of multiliteracies pedagogy can develop five competences of multimodal communicative competence: linguistic competence, sociocultural competence, interactional competence, discourse competence, and multimodal competence. Meanwhile the other two competences, strategic competence and formulaic competence, are somewhat hindered due to lack of exposure to authentic English language.

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The New London Group. "A Pedagogy of Multiliteracies: Designing Social Futures." Harvard Educational Review 66, no. 1 (April 1, 1996): 60–93. http://dx.doi.org/10.17763/haer.66.1.17370n67v22j160u.

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In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.

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Simon, Rob. "On the Human Challenges of Multiliteracies Pedagogy." Contemporary Issues in Early Childhood 12, no. 4 (January 1, 2011): 362–66. http://dx.doi.org/10.2304/ciec.2011.12.4.362.

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Drawing on examples from classroom practice, this article explores implications of regarding multiliteracies pedagogy in early childhood settings as relationally and culturally situated. The author argues that investigating human dimensions of multiliteracies pedagogy involves interrogating assumptions about children and their capacities—viewing their cultural legacies and languages as powerful resources for teaching and learning, embedded in social contexts and relationships—as well as teachers—considering their positions in classrooms as sites from which theories of literacy learning can not only be applied, but also developed.

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Huijser, Henk. "Refocusing Multiliteracies for the Net Generation." International Journal of Pedagogies and Learning 2, no. 1 (June 2006): 22–34. http://dx.doi.org/10.5172/ijpl.2.1.22.

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이수원. "Exploring the pedagogical implications of multiliteracies." Korean Journal of Early Childhood Education 35, no. 6 (December 2015): 117–33. http://dx.doi.org/10.18023/kjece.2015.35.6.006.

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Unsworth, Len. "Multiliteracies, E-literature and English Teaching." Language and Education 22, no. 1 (January 2008): 62–75. http://dx.doi.org/10.2167/le726.0.

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Zhang, Dandan, and Yanxun Zou. "Fostering Multiliteracies Through Blended EFL Learning." International Journal of Linguistics, Literature and Translation 3, no. 2 (February 28, 2020): 40–48. http://dx.doi.org/10.32996/ijllt.2020.3.2.5.

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Guo, Libo, Bill Cope, and Mary Kalantzis. "Multiliteracies: Introduction to the Special Issue." Pedagogies: An International Journal 4, no. 3 (August 6, 2009): 159–63. http://dx.doi.org/10.1080/15544800903075939.

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Kingkaysone, Judy. "Reading Art: Multiliteracies and History Education." Educational Forum 78, no. 4 (September 25, 2014): 409–20. http://dx.doi.org/10.1080/00131725.2014.941120.

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El Refaie, Elisabeth. "Multiliteracies: how readers interpret political cartoons." Visual Communication 8, no. 2 (April 22, 2009): 181–205. http://dx.doi.org/10.1177/1470357209102113.

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Cope, Bill, and Mary Kalantzis. "‘Multiliteracies’, Education and the New Communications." Discourse: Studies in the Cultural Politics of Education 18, no. 3 (December 1997): 469–78. http://dx.doi.org/10.1080/0159630970180310.

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Amasha, Siti Azlinda. "A Review of “The multiliteracies classroom”." Language and Education 26, no. 5 (September 2012): 473–76. http://dx.doi.org/10.1080/09500782.2011.641355.

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Kalantzis, Mary, Bill Cope, and Andrew Harvey. "Assessing Multiliteracies and the New Basics." Assessment in Education: Principles, Policy & Practice 10, no. 1 (March 2003): 15–26. http://dx.doi.org/10.1080/09695940301692.

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Journal articles on the topic 'Multiliteracies'

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