NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019364
Record Type: Journal
Publication Date: 2013-Oct
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1076-2175
Multiliteracies Theory and Gifted Education: Creating "Smart Spaces" in the Language Arts Classroom
Olthouse, Jill M.
Gifted Child Today, v36 n4 p246-253 Oct 2013
Multiliteracies theory redefines what it means to be a literate, learned person by transferring the focus from a shared knowledge of Standard English to the ability to engage in creative cultural critique. Multiliteracies theory has implications for how educators identify and teach students gifted in language arts. This article describes how multiliteracies theorists have redefined literacy as being multimodal, situated, and having a social purpose. It further explores the four elements of multiliteracies pedagogy (situated practice, overt instruction, critical framing, and transformed practice) as these relate to gifted education in the language arts through curriculum units at the high school, middle school, and elementary school level.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A