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ERIC Number: EJ1205745
Record Type: Journal
Publication Date: 2019
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1554-480X
Scientific Strengths and Reported Effectiveness: A Systematic Review of Multiliteracies Studies
Zhang, Zheng; Nagle, Joelle; McKishnie, Bethany; Lin, Zhen; Li, Wanjing
Pedagogies: An International Journal, v14 n1 p33-61 2019
This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers' articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts.
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Bangladesh; Canada; China; Cyprus; India; Japan; Kenya; Malaysia; Norway; Singapore; South Africa; Taiwan; United Kingdom; United States