Gotowe bibliografie tematyczne / Multiliteracies

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji

Gotowa bibliografia na temat „Multiliteracies”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Multiliteracies"

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Westby, Carol. "Multiliteracies." Topics in Language Disorders 30, no. 1 (2010): 64–71. http://dx.doi.org/10.1097/tld.0b013e3181d0a0ab.

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Hong, Ang Leng, and Tan Kim Hua. "A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends." International Journal of Learning, Teaching and Educational Research 19, no. 11 (2020): 41–52. http://dx.doi.org/10.26803/ijlter.19.11.3.

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This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learn
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Hepple, Erika, Margaret Sockhill, Ashley Tan, and Jennifer Alford. "Multiliteracies Pedagogy." Journal of Adolescent & Adult Literacy 58, no. 3 (2014): 219–29. http://dx.doi.org/10.1002/jaal.339.

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Cui, Han, Yu Ping Tong, and Hong Jun Kang. "Study on Multimodality and Multiliteracies in EFL Teaching." Applied Mechanics and Materials 333-335 (July 2013): 2290–93. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2290.

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Cultural diversity and language variants resulting from the fast development of information technology influence the college English teaching including its methods and contents. Based on this background, we have discussed the understanding of multimodality and multiliteracies in the first part. Then through the research about college students’ awareness and level of multiliteracies, we can conclude that college students’ weak performance in multiliteracies. Therefore, some methods are suggested to improve college students’ multiliteracies and at last the instructions that the concept of multil
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Park, Keun-young, and Bo-kyeong Kim. "Exploring the Meaning of Multiliteracies Based Education in Korean Language Education." Korean Association for Literacy 14, no. 6 (2023): 399–428. http://dx.doi.org/10.37736/kjlr.2023.12.14.6.14.

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This study reviewed previous studies and explored the meaning of multiliteracies based education in Korean language education. Through prior research, it was confirmed that multiliteracies and language skills were improved through multiliteracies education in the foreign language learning process. Along with the discourse, the Korean learners discussed the need for contextual understanding of the Korean language and the ability to think and understand critically in multimodal. In addition, the educational meaning of Korean language education based on multiliteracies was explored and presented
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Ylivuori, Siinamari, and Anu Ojaranta. "Librarians’ and teachers’ conceptions of multiliteracies in the context of Finnish curriculum reform." Information Research an international electronic journal 28, no. 4 (2023): 43–61. http://dx.doi.org/10.47989/ir284506.

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Introduction. The aim of this study is to describe how the concept of multiliteracies is interpreted by teachers and librarians. Method. Two qualitative research projects involving teachers’ and librarians’ interviews are combined in this study. Individual and group interviews are analysed to explore the conceptions of teachers and librarians on multiliteracies. Analysis. Interviews are analysed using an inductive approach. Data categorisation is discussed and decided by both authors together. Results. The results indicate that there are differences in conceptualising multiliteracies and in th
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Holloway, Susan M., and Patricia A. Gouthro. "Using a multiliteracies approach to foster critical and creative pedagogies for adult learners." Journal of Adult and Continuing Education 26, no. 2 (2020): 203–20. http://dx.doi.org/10.1177/1477971420913912.

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Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educator
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Kulju, Pirjo, Reijo Kupiainen, Angela M. Wiseman, Anne Jyrkiäinen, Kirsi-Liisa Koskinen-Sinisalo, and Marita Mäkinen. "A Review of Multiliteracies Pedagogy in Primary Classrooms." Language and Literacy 20, no. 2 (2018): 80–101. http://dx.doi.org/10.20360/langandlit29333.

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In the digital era, students are walking new literacy paths. For this reason, there is a need to explore evolving literacy practices in school pedagogy. This is often addressed by the expanding use of the concept of multiliteracies. This article reviews studies (N = 67) of multiliteracies pedagogy. The main purpose was to explore how the concept of multiliteracies has been used and understood in primary classroom research. The findings indicate that the studies often took into account both the multimodality of meaning-making and the diversity of learners. Recommendations are made for future mu
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Loerts, Terry, and Christina Belcher. "Engaging Multiliteracies Learning." Literacy Information and Computer Education Journal 6, no. 4 (2015): 2094–102. http://dx.doi.org/10.20533/licej.2040.2589.2015.0279.

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Zenotz, Victoria. "The Multiliteracies Classroom." System 40, no. 1 (2012): 169–71. http://dx.doi.org/10.1016/j.system.2011.12.003.

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Rozprawy doktorskie na temat "Multiliteracies"

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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16244/1/Kathy_Mills_Thesis.pdf.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year si
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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16244/.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year si
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Nascimento, Roseli Gonçalves do. "Research genres and multiliteracies." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100921.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2013-06-25T23:55:17Z (GMT). No. of bitstreams: 1 311498.pdf: 15706515 bytes, checksum: f6d490958014812ae73a9bcf43176039 (MD5)<br>PowerPoint-supported presentations have become an important event for creating and sharing scientific knowledge within and across disciplines (LaPorte et al., 2002; Kunkel, 2004; Tardy, 2005; Adams, 2006). Yet little is known about the ways semiotic resources enabled by Pow
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Magnusson, Petra. "Meningsskapandets möjligheter : multimodal teoribildning och multiliteracies i skolan." Doctoral thesis, Malmö högskola, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15174.

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This thesis concerns the changing predispositions and conditions for contemporary meaning-making in school education. From a socio-cultural perspective, multimodal theory formation is used to find suitable tools and concepts for developing teaching and learning. The overall aims are to investigate and conceptualize meaning-making in school in the frame ofmultimodal theory. Firstly, the research questions are concerned with how teachers work with written; paper-based, expository texts, and secondly, with students' meaning-making, working with meaning-offerings from different modes and media. Th
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Clark, Kristen Radsliff. "Charting transformative practice critical multiliteracies via informal learning design /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259635.

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Thesis (Ph. D.)--University of California, San Diego, 2007.<br>Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).
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Saurino, Penelope Link. "A case study of PN Charter School : conditions for multiliteracies /." ProQuest subscription required:, 2007. http://proquest.umi.com/pqdweb?did=1338840601&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed.D)--Boise State University, 2005.<br>Includes abstracts. Appendix E includes the complete preliminary study and the first three chapters of the dissertation titled: Preliminary study : nine themes of multiliteracies, a literary implementation framework. Includes bibliographical references. Also available online via the ProQuest Digital Dissertations database.
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Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.

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Beecher, Bronwyn R. "Early multiliteracies working with family practices, children's agency and critical dialogue /." View thesis, 2010. http://handle.uws.edu.au:8081/1959.7/46178.

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Thesis (Ed.D.)--University of Western Sydney, 2010.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Drewry, Rachel. "Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning." Thesis, Drewry, Rachel (2017) Case Studies in multiliteracies and inclusive pedagogy: Facilitating meaningful literacy learning. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/35565/.

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This thesis presents the results of a study designed to examine ways to engage and scaffold primary school students who experience literacy learning difficulties. Utilising a pedagogy of multiliteracies, proposed by the New London Group (1996, 2000), and a framework for inclusive pedagogy (Florian, 2014), this thesis sought to investigate ways to facilitate meaningful literacy learning for students who experience challenges when participating in print-based classroom activities. A qualitative case study approach was adopted to support the broader sociocultural and multiliteracies perspecti
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Brenneman, Megan E. "Composing the Past through the Multiliteracies at the May 4 Visitors Center." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1543565953439188.

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Książki na temat "Multiliteracies"

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Anstey, Michèle, and Geoff Bull. Foundations of Multiliteracies. Routledge, 2018. http://dx.doi.org/10.4324/9781315114194.

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Cope, Bill, and Mary Kalantzis, eds. A Pedagogy of Multiliteracies. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137539724.

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Zapata, Gabriela C., and Manel Lacorte, eds. Multiliteracies Pedagogy and Language Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63103-5.

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Zapata, Gabriela C., Mary Kalantzis, and Bill Cope. Multiliteracies in International Educational Contexts. Routledge, 2023. http://dx.doi.org/10.4324/9781003349662.

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Siekmann, Sabine, and Joan Parker Webster. Multiliteracies Pedagogy and Language Teaching. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31812-2.

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Ma, Will W. K., Allan H. K. Yuen, Jae Park, Wilfred W. F. Lau, and Liping Deng, eds. New Media, Knowledge Practices and Multiliteracies. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-209-8.

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Tavares, Vander. Social Justice through Pedagogies of Multiliteracies. Routledge, 2024. http://dx.doi.org/10.4324/9781003438847.

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Cope, Bill, and Mary Kalantzis. A pedagogy of multiliteracies: Learning by design. Palgrave Macmillan, 2015.

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1967-, Cole David R., and Pullen Darren L, eds. Multiliteracies in motion: Current theory and practice. Routledge, 2010.

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R, Cole David, and Pullen Darren L, eds. Multiliteracies in motion: Current theory and practice. Routledge, 2010.

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Części książek na temat "Multiliteracies"

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Kalantzis, Mary, and Bill Cope. "Multiliteracies." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_112-1.

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Kalantzis, Mary, and Bill Cope. "Multiliteracies." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_112.

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Walsh, Maureen, and Cal Durrant. "Multiliteracies." In Literacy Teacher Educators. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-200-6_14.

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Lisenbee, Peggy S., Jodi Pilgrim, and Sheri Vasinda. "Multiliteracies." In Integrating Technology in Literacy Instruction. Routledge, 2020. http://dx.doi.org/10.4324/9780429340154-3.

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Cope, Bill, and Mary Kalantzis. "Multiliteracies." In Multiliteracies in International Educational Contexts. Routledge, 2023. http://dx.doi.org/10.4324/9781003349662-2.

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Pilgrim, Jodi, Sheri Vasinda, and Peggy S. Lisenbee. "Multiliteracies." In Integrating Technology in Literacy Instruction, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781003518020-3.

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Kane, Sharon. "Multiliteracies." In Literacy and Learning in the Content Areas, 5th ed. Routledge, 2025. https://doi.org/10.4324/9781032683478-10.

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Accurso, Kathryn, Brenda Muzeta, and Sara Pérez Battles. "Reflection Multiliteracies." In In Pursuit of a Multilingual Equity Agenda. Routledge, 2023. http://dx.doi.org/10.4324/9781003162575-4.

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Turpin, Kristen M. "Multiliteracies Pedagogy." In Education for Sustainable Development in Foreign Language Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-4.

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Early, Margaret, and Maureen Kendrick. "Multiliteracies Reconsidered." In Literacy Lives in Transcultural Times. Routledge, 2017. http://dx.doi.org/10.4324/9781315400860-5.

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Streszczenia konferencji na temat "Multiliteracies"

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Walton, Marion. "Multiliteracies and Tumi's web search." In CHI '01 extended abstracts. ACM Press, 2001. http://dx.doi.org/10.1145/634067.634155.

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Walton, Marion. "Multiliteracies and Tumi's web search." In CHI '01 extended abstracts. ACM Press, 2001. http://dx.doi.org/10.1145/634153.634155.

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Cendros Araujo, Rosa. "REDESIGNING MULTILITERACIES FOR TEACHER CANDIDATES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0149.

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Marenzi, Ivana, and Deirdre Kantz. "ESP Course Design - A Multiliteracies Approach." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.69.

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Irwandy, Irwandy, Elvi Syahrin, and Pengadilan Sembiring. "Reception Écrite Teaching and Learning Model Based on Multiliteracies Approach (A Strategy in Improving Students’ Multiliteracies)." In Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-10-2018.2287317.

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Mandarani, Vidya, Pratiwi Retnaningdyah, and Ali Mustofa. "Students’ Responses to Literature within Multiliteracies Pedagogy." In Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.9-10-2021.2319692.

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Katsampoxaki-Hodgetts, Kallia, Konstantinos Kotsidis, Stamatios Papadakis, and Panagiotis Anastasiades. "REIMAGINING PRESCHOOL PEDAGOGY: AI-ENHANCED TEACHING THROUGH MULTILITERACIES-INFORMED CURRICULUM INNOVATION." In Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025). Scientia Socialis Press, 2025. https://doi.org/10.33225/balticste/2025.104.

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The integration of Artificial Intelligence (AI) into early childhood education raises important pedagogical questions about how to design inclusive, multimodal learning experiences that nurture children’s agency and critical literacies. This paper analyzes sixty AI-enhanced teaching scenarios, developed during a national training program, through the lens of Multiliteracies and Learning by Design (LbD). Using thematic analysis, the study identifies how the four knowledge processes—Experiencing, Conceptualizing, Analyzing, and Applying—are supported or constrained by AI-enhanced multimodal acti
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Morita Mullaney, Trish. "Multilingual Multiliteracies: Transforming Languages and Literacies in the Heartland." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1587455.

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Khairi, Agus, Pratiwi Retnaningdyah, and Mr Aswandi. "Revealing Multiliteracies in English as a Foreign Language Classroom." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.28.

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Gillen, Julia. "Rethinking Multiliteracies: Deaf Children Storymakers in Ghana, India, and Uganda." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1687195.

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