ERIC Number: EJ1168248
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Multiliteracies in Practice: Integrating Multimodal Production across the Curriculum
Thibaut, Patricia; Curwood, Jen Scott
Theory Into Practice, v57 n1 p48-55 2018
Supported by ever-evolving digital tools and online spaces, we argue that multiliteracies can be used to close the gap between teacher-directed, individual, and assessment-driven learning, and authentic, shared, and purpose-driven learning. This is particularly evident through multimodal composition and collaboration in primary classrooms. Over two decades ago, the New London Group argued that all meaning-making is multimodal. By representing their knowledge through multiple modes and for local and global audiences, students can express their identity, exercise agency, and foster a sense of authoring through multimodal production.
Descriptors: Foreign Countries, Multiple Literacies, Elementary School Students, Blended Learning, Religious Education, Human Body, Class Activities, Film Production, Student Developed Materials, Visual Aids, Semiotics, Physical Environment, Computer Uses in Education, Video Technology
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A