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ERIC Number: ED493379
Record Type: Non-Journal
Publication Date: 2006
Pages: 160
Abstractor: ERIC
ISBN: ISBN-978-0-87207-586-3
Teaching and Learning Multiliteracies: Changing Times, Changing Literacies
Anstey, Michele; Bull, Geoff
International Reading Association (NJ3)
This timely resource explains the concept of multiliteracies and provides the knowledge, resources, attitudes, and strategies elementary and middle school students need to succeed in a changing world. The authors present a range of new and established ideas about literacy, emphasizing successful practices. Chapters cover how teachers can: (1) rely less on print texts; (2) respond to new trends in children's literature; and (3) balance guided reading, outcomes-based curricula, and schoolwide approaches to planning. New concepts are accompanied by reflection strategies to help teachers think about their understandings of literacy, multiliteracies, and texts. Plus, all chapters include "Theory Into Practice: Classroom Application" sections that demonstrate how multiliteracies can be incorporated into every day teaching. Following a preface, this book introduces these six chapters: (1) Changing Times, Changing Literacies; (2) Defining Multiliteracies; (3) Developing Pedagogies for Multiliteracies; (4) The New Literacies and Children's Literature; (5) The Consumption and Production of Text; and (6) Planning for Multiliteracies. The book concludes with: a list of references; a list of children's literature cited; and an index. [This book was co-published with the Australian Literacy Educators' Association.]
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.; Australian Literacy Educators' Association, Adelaide.
Grant or Contract Numbers: N/A