The multiliteracies project: preservice and inservice teachers learning by design in diverse content areas

ABSTRACT

This study examines the experiences of preservice and inservice teachers who developed web platform posts for The Multiliteracies Project, which in part involved creating a multimodal pedagogical tool embedded in a lesson plan to explore a multiliteracies approach in diverse content areas. This research draws upon theory of Learning by Design to help articulate and evolve a multiliteracies theoretical framework. Using constructivist grounded theory, there were 37 participants over 3 years (2014–2017) who participated via face-to-face interviews, focus groups, and email responses. Document analysis and field notes were also used in the analysis. Three main themes that emerged from the data were: (i) Fostering Creativity through Design; (ii) Enhancing Disciplinary Literacy; (iii) Digital Literacies Broaden Pedagogy. The study found that while participants indicated they felt The Multiliteracies Project was demanding, they benefited from engagement in Learning by Design. From this study, education professors may further consider ways that they themselves might introduce the theory of Learning by Design into their work with preservice and inservice teachers to engage them in multiliteracies. This pilot study has led to the development of a nationally funded study which will expand the web platform and include interviews, in-depth observations, and original film footage of educators in secondary schools and adult community-based contexts.

KEYWORDS:

• Multiliteracies
• disciplinary literacy
• multimodality
• content area literacy
• preservice and inservice education

Acknowledgments

I would like to gratefully acknowledge the financial support of the following grants to conduct this research: Holloway, S. M. & Gouthro, P. A. (2018–21). Multiliteracies for adolescents and adults: Teaching and learning literacy in the 21st century. Social Sciences and Humanities Research Council Insight Grant (Grant Number 435-2018-0706) and Holloway, S. M. (2017–18). Tools for thought: Situating language within a multiliteracies theoretical framework. University of Windsor Women’s Grant (Grant Number 815037).

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work has been supported by a Social Sciences and Humanities Research Council of Canada [Insight Grant / 435-2018-0706]; University of Windsor [Women's grant 815037].

Notes on contributors

Susan M. Holloway

Susan M. Holloway is an Associate Professor in the Faculty of Education at the University of Windsor in Canada. Her research interests include multiliteracies; content area literacy; English methodology; adult education; socio-cultural perspectives on additional language learning; critical and feminist theory. She is currently the Principal Investigator on a Social Sciences and Humanities Research Council Insight grant that explores multiliteracies in schools and adult learning contexts.