Multiliteracies in Practice: Integrating Multimodal Production Across the Curriculum

Abstract

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.

Funding

This study was supported by the Becas Chile scholarship programme sponsored by the Chilean government.

Additional Resources

1. Burke, C. (2016). A life in education and architecture: Mary Beaumont Medd. New York, NY: Routledge.

Mary Beaumont Medd’s work gives insight on the history of environments for learning. It highlights lessons from the past regarding the effect of school design in teaching and learning.

2. Yeoman, P. (2017). A study in improvisation, in the design and use of complex networked learning environments. In L. Carvalho, P. Goodyear, & M. de Laat (Eds.), Place-based spaces for networked learning (pp. 41–59). New York, NY: Routledge.

This article draws on a 4-year ethnography of an innovative Australian school. Situated within a networked learning environment, it brilliantly highlights how classroom spaces can move beyond traditional ways of schooling.

3. MODE. (2012). Glossary of multimodal terms.

https://multimodalityglossary.wordpress.com/. Retrieved 16 February 2017.

This multimodal glossary offers teachers and researchers alike rich definitions and valuable resources to understand multimodality in both theory and practice.

Additional information

Funding

This study was supported by the Becas Chile scholarship programme sponsored by the Chilean government.