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Artykuły w czasopismach na temat „Multiliteracies”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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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Zahra, Fatima Tuz. "The multiliteracies classroom." Language, Culture and Curriculum 25, no. 3 (2012): 321–24. http://dx.doi.org/10.1080/07908318.2012.718645.

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Mendonca Carneiro, Marisa. "MULTILITERACIES AND SEMIOTICS." Cadernos de Linguagem e Sociedade 25, no. 2 (2024): 208–17. https://doi.org/10.26512/les.v25i2.56048.

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Professor Len Unsworth is the Research Director of Educational Semiotics in English and Literacy Pedagogy in the Institute for Learning Sciences and Teacher Education (ILSTE) at the Australian Catholic University (ACU) in Sydney. Len has been involved in educational research for over 30 years, including nine recent Australian Research Council funded projects. His key research interests include: literacy and learning in school curriculum areas; literature for children and adolescents; literacy development in the English curriculum K-12; and the pedagogic role of explicit knowledge about languag

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Farooq Abdullah, Hafiz Muhammad, Abdul Gaffar, and Samsul Arifin. "Implementation Of Multiliteration Pedagogy in Education: A Socio-Cultural Perspective." FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam 12, no. 02 (2023): 232–51. http://dx.doi.org/10.32806/jf.v12i02.7457.

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This article explains the concept and benefits of multiliteracy in education and the challenges and strategies associated with implementing multiliteracy in education. Multiliteracy is an approach that accommodates different forms of literacy, such as language, text, media, and culture. Using a systematic literature review, this research aims to investigate the implementation of multiliteracy pedagogy in educational contexts from a sociocultural perspective. The literature search will be conducted in several databases, including Scopus, ERIC, and Google Scholar. The study results show that mul

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Botelho, Maria Jose, Julie Kerekes, Eunice Eunhee Jang, and Shelley Stagg Peterson. "Assessing Multiliteracies: Mismatches and Opportunities." Language and Literacy 16, no. 1 (2014): 1. http://dx.doi.org/10.20360/g21g6w.

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While current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment. In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representi

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Ghimire, Nani Babu, and Yam Prasad Pandeya. "Early grade teachers' awareness and skills on multiliteracies pedagogies." Scholars' Journal 3 (December 1, 2020): 1–15. http://dx.doi.org/10.3126/scholars.v3i0.37126.

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Multiliteracies is a pedagogical approach developed in 1994 by the New London Group (NLG) that aims to make classroom teaching more inclusive by addressing cultural and linguistic diversity, and rapid development in communication channel and technology. The purpose of this study was to explore the early grade teachers' perception on multiliteracies pedagogy and their awareness, skills and proficiency on it. We used critical ethnography research design to obtain rich and in-depth data from five years' experienced three early grade teachers through interviews and participant classroom observatio

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Del rosario, Romalaine. "Multiliteracies in English Instruction in Senior High School Classrooms: Basis for a Proposed Teaching Model." Research Studies in English Language Teaching and Learning 2, no. 5 (2024): 299–310. http://dx.doi.org/10.62583/rseltl.v2i5.52.

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Multiliteracy offers a wide range of opportunities to learn and develop skills necessary to produce globally competitive learners that are applicable in their linguistic, cultural, communicative, and technological aspects. This study aimed to determine the extent of the teachers’ skill to switch multiliteracies in terms of— listening, speaking and viewing, reading, reviewing and responding, and writing and representing. The respondents of this study were seven English teachers teaching in senior high school and were observed at their most convenient time. One sample t-test was used to determin

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Maisa, Maisa. "Why Multiliteracies Pedagogy Matters in Designing Cultural-Based Materials in English Classroom." Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language 10, no. 2 (2024): 220–38. https://doi.org/10.36706/jele.v10i2.21.

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The current issues on new literacy have been leveraged enormously for decades. Literacy is no longer delineated as the ability to read and write a single text. It has shifted into the multi-literacies within multimodal text based. The multiliteracies pedagogy approach provides the steps for teaching and learning multiliteracies in the English education context. The article aims to describe the nature of leveraging the English language teacher's competence in designing English lessons. The research method is Design and Develop research based on multiliteracies pedagogy approach Analysis. The pa

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Kalantzis, Mary, and Bill Cope. "Multiliteracies Since Social Media and Artificial Intelligence." Harvard Educational Review 95, no. 1 (2025): 135–51. https://doi.org/10.17763/1943-5045-95.1.135.

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In this supplement to the reprint of “A Pedagogy of Multiliteracies: Designing Social Futures,” Mary Kalantzis and Bill Cope revisit the foundational ideas of the New London Group thirty years after the article's publication. They explore how the multiliteracies framework has evolved over time in response to changes in technology, media, and education. From the emergence of social media to the many possibilities of artificial intelligence, they examine how these developments have deepened the relevance of multiliteracies in fostering educational justice. Central to their multiliteracies framew

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Barrioga, Lissandra F., Rosario Romalaine D. Del, and Cyril Anne C. Tulalian. "Senior High School Teacher's Assessment on Multiliteracies Practices across Strands." International Journal of Innovative Science and Research Technology (IJISRT) 10, no. 2 (2025): 1914–20. https://doi.org/10.5281/zenodo.14979657.

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At present, twenty-first century, multiliteracies refers to one of the major aspects of language use in which meaning is created in increasingly multimodal ways. It is a way of students to comprehend information and creating meaning by manipulating individual modes of interaction and meaning making. Tan and Ang's (2020) findings revealed that teachers had difficulty engaging students in meaningful multiliteracies practices. The study’s purpose was to identify the various multiliteracies practices of senior high school teachers across strands at a Philippine university, as well as to prov

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Gouthro, Patricia, and Susan Holloway. "Preparing Teachers to Become Lifelong Learners: Exploring the Use of Fiction to Develop Multiliteracies and Critical Thinking." Language and Literacy 15, no. 3 (2013): 50. http://dx.doi.org/10.20360/g2588t.

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Drawing upon research from a SSHRC grant entitled Creating a Canadian “Voice”: Lifelong Learning, the Craft of Fiction Writing, and Citizenship, we examine how multiliteracies and critical thinking can be fostered using a framework of lifelong learning for teachers. We provide examples from authors and key informants who discuss learning and fiction writing to argue that there are benefits for diverse learners in using wider, more inclusive definitions of literacy associated with multiliteracies. We also provide examples of how multimodal technologies can foster learning connected to critical

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Lotherington, Heather, Kurt Thumlert, Taylor Boreland, and Brittany Tomin. "Redesigning for mobile plurilingual futures." OLBI Journal 11 (March 15, 2022): 141–72. http://dx.doi.org/10.18192/olbij.v11i1.6179.

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The New London Group’s 1996 manifesto was a clarion call to educational researchers to fundamentally redesign language and literacy education for the needs of global learners communicating in evolving digital media environments. In this conceptual overview, the “how”, “what” and “why” of multiliteracies are critically re examined from the perspective of mobile digital language learning in posthumanist media ecologies, with attention drawn to paradigm shifts in language, technology, multimodality and context. We argue that Web 3.0 environments, AI and rapidly emerging algorithmic cultures have

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Fernández-García, Antonio. "Facilitating Intercultural Communicative Competence through a Multiliteracies approach: musical input as the missing link." Linguo Didáctica 2 (December 1, 2023): 1–20. http://dx.doi.org/10.33776/linguodidactica.v2.7512.

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Foreign Language (FL) learning has undergone a shift away from the communicative approach and towards a pedagogy of Multiliteracies. In an ever-changing society characterized by a digital and multicultural context, the necessity of developing Intercultural Communicative Competence (ICC) in FL learning across all levels through a pedagogy of Multiliteracies has become a priority. In this regard, musical input is an ideal medium to explore culture in the FL learning classroom which enables the integration of affective experiences from an intercultural perspective. The reasons for the implementat

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Fantin, Monica. "Beyond Babel." International Journal of Digital Literacy and Digital Competence 2, no. 1 (2011): 1–6. http://dx.doi.org/10.4018/jdldc.2011010101.

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This article highlights the importance of the concepts of media literacy, and digital and informational literacy to understand the multimodal meaning of multiliteracies and their interfaces. An analogy with Babel is used to understand the different ways in which this concept articulates the linguistic, visual, audio, spatial, and gestural dimensions in digital culture. In this framework, the question of convergence is highlighted in learning experiences undertaken in formal and informal contexts. To qualify the meaning of this learning for the subject, the article mentions the concept of perso

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Hesterman, Sandra. "A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood." Contemporary Issues in Early Childhood 12, no. 4 (2011): 349–61. http://dx.doi.org/10.2304/ciec.2011.12.4.349.

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If students are to be equipped with skills necessary to meet the challenging and diverse demands of different forms of communication brought about by the introduction of new technologies, then a broader definition of literacy is required. A pedagogy of multiliteracies recognises that there are multiple modes of representation that communicate meaning beyond language alone. As debate on information and communication technology (ICT) integration and literacy definition intensifies, early childhood teachers contemplate how they will accommodate these changes. How will early childhood education fa

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Marciano, Joanne E., and Vivek Vellanki. "Generating New Narratives: Examining Youths’ Multiliteracies Practices in Youth Participatory Action Research." Research in the Teaching of English 56, no. 3 (2022): 245–74. http://dx.doi.org/10.58680/rte202231637.

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This paper examines the multiliteracies practices () of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month-long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices () and culturally sustaining pedagogies () enacted across contexts of YPAR (). Findings contribute new insights about stu

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Tremblay-Beaton, Katie. "Multiliteracies in Music Education." International Journal for Cross-Disciplinary Subjects in Education 5, Special 3 (2015): 2579–82. http://dx.doi.org/10.20533/ijcdse.2042.6364.2015.0351.

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Jones, Mark. "Multiliteracies for Student Presentations." JALT Postconference Publication 2023, no. 1 (2024): 229–34. http://dx.doi.org/10.37546/jaltpcp2023-25.

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Student presentations are an integral part of classroom work and teachers’ assessment practices. However, student presentations often lack effective visual representations of data such as charts, graphs, and multimedia. Greater literacy in data presentation benefits both students and teachers. Students gain effective communication skills, while teachers find novel student work more engaging than conventional presentations. Using a theoretical framework derived from the pedagogy of multiliteracies (Cope & Kalantzis, 2009) and multimodality (Ravelli & van Leeuwen, 2018), this article exp

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Tverdokhlib, H. V. "MULTILITERACIES IN LANGUAGE EDUCATION." Innovate Pedagogy 1, no. 71 (2024): 184–87. http://dx.doi.org/10.32782/2663-6085/2024/71.1.36.

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Mills, Kathy A. "Multiliteracies: interrogating competing discourses." Language and Education 23, no. 2 (2009): 103–16. http://dx.doi.org/10.1080/09500780802152762.

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van Rensburg, Wilhelm. "CSL, Multiliteracies, and Multimodalities." Education as Change 11, no. 3 (2007): 183–89. http://dx.doi.org/10.1080/16823200709487187.

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McMonagle, Sarah. "Pedagogy of multiliteracies: rewritingGoldilocks." Language, Culture and Curriculum 25, no. 3 (2012): 324–27. http://dx.doi.org/10.1080/07908318.2012.718648.

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Kalantzis, Mary, and William Cope. "Multiliteracies: A Short Update." International Journal of Literacies 30, no. 2 (2023): 1–15. http://dx.doi.org/10.18848/2327-0136/cgp/v30i02/1-15.

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Yuan, Ting. "The Teaching of “Dangerous” School Bodies: Toward Critical Embodied Pedagogies in English Education." English Journal 106, no. 4 (2017): 67–72. http://dx.doi.org/10.58680/ej201729020.

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The author reflects on Fanon’s “historico-racial schema” regarding the Black body and shares a personal teaching journey. The author further builds on Leander and Boldt’s critique of “A Pedagogy of Multiliteracies” to examine the dimension of body within multiliteracies, followed by a discussion on critical embodied pedagogies.

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Fadila, Nadzifa Nur, Sri Setyarini, and Gin Gin Gustine. "Channeling Multiliteracies in Digital Era: A Case Study of EFL Student-Made Video Project in Vocational High School." Journal of English Language Teaching and Linguistics 6, no. 1 (2021): 73. http://dx.doi.org/10.21462/jeltl.v6i1.494.

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<p><em>The rapid growth of technology and the new demand of workforce in 21<sup>st</sup> century have intrigued the research to explore multiliteracies in EFL vocational high school through student-made video project. The skills to process information from mass media and operate in a digitized field are deemed to be necessary for vocational high school students. Student-made video project can be considered as an alternative in training students to enhance their multiliteracies skill, which will be explored in this research. Through a case study design, the integration p

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Mandarani, Vidya, and Fika Megawati. "TRANSFORMING LITERARRY TEXTS: A MULTILITERACIES APPROACH TO ENGAGING DIGITAL NARRATIVES." English Review: Journal of English Education 12, no. 2 (2024): 419–26. http://dx.doi.org/10.25134/erjee.v12i2.9530.

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Combining technology with literary texts may help solve the obstacles faced in modern education. Digital storytelling (DST) is an engaging approach that involves students with literature, developing creativity, cultural knowledge, and character development, while creating a dynamic classroom atmosphere. This research investigated how the lecturer use multiliteracies pedagogy to facilitate students in transforming literary text into a DST and their responses to this process. The researchers used purposive sampling and performed a qualitative case study to get detailed insights into how multilit

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Papadopoulos, Isaak, and Effrosyni Bisiri. "Emergent Multiliteracies: Towards an Understanding of the Theory and Pedagogical Practice." Έρευνα στην Εκπαίδευση 13, no. 2 (2024): 74–90. http://dx.doi.org/10.12681/hjre.37458.

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This paper explores the concept of emergent multiliteracies in early childhood education, delving into its theoretical underpinnings and pedagogical implications. Drawing upon the seminal work of scholars such as Cope & Kalantzis (2009), the New London Group (1996), and Arvanitis (2009; 2013), the paper examines how multiliteracies offer a transformative framework for nurturing holistic development in young learners. Emergent multiliteracies reflect the dynamic early and evolving stages of literacy development in which young children engage in diverse meaning-making activities across multi

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Yakubu, Francis Moodu, and Kayode Ezechael Obafemi. "Systematic review of multiliteracies skills, multimodal tools to facilitate learning in early childhood classroom." Jurnal Inovasi Teknologi Pendidikan 10, no. 4 (2023): 431–40. http://dx.doi.org/10.21831/jitp.v10i4.66343.

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This systematic review of literature investigates the use of multimodal tools and acquisition of multiliteracies skills to facilitate effective learning in early childhood educational settings. The review covered a total of 15 relevant articles obtained from databases such as ERIC, Education Full Text, PsycINFO, and Web of Science. Having analyzed and synthesized the current evidence, the review provides a significant and valuable insight into the use and acquisition of multiliteracies skills and tools to facilitate learning in early childhood settings. The sole purpose of this review is to ad

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Fernández-García, Antonio, and Carmen Sánchez-Vizcaíno. "Developing intercultural competence in adult language learning through the multiliteracies approach." European Journal of Language Policy 15, no. 2 (2023): 191–215. http://dx.doi.org/10.3828/ejlp.2023.11.

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Intercultural communication plays a key role in our complex societies, where migratory flows remain consistent. An approach based on multiliteracies could help these citizens to integrate in a new territory. This study seeks to evaluate and synthesise the literature focusing on the pedagogy of multiliteracies to develop intercultural competence in adult language learning. A mixed-methods systematic review was conducted following the PRISMA protocol. Web of Science, Scopus and ERIC were searched from their inception up to January 2022. Critical appraisal was performed using the Mixed-Methods Ap

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Su, Huanan, and Fengyi Ma. "A Conceptual Paper on Future Development of Literacy Theories and Language Learning among Contemporary Chinese College EFL Students." International Journal of Education and Literacy Studies 9, no. 3 (2021): 102. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.102.

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This paper aims to further understand the future development of literacy theory and language learning in contemporary Chinese universities through the research on the current situation of EFL students’ literacy in Chinese universities and the teaching characteristics of contemporary Chinese teachers. In this study, literature analysis method, literature comparison analysis method, literature synthesis method and other analytical methods were used to obtain the results. Based on our results, the lack of literacy training is an extremely important reason for the defects of literacy skills of con

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Dos Santos, Isabelly Raiane Silva, and Célia Zeri De Oliveira. "Perceptions as to the relevance of teacher training to make multiliteracies effective." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 16, no. 6 (2023): 4406–24. http://dx.doi.org/10.55905/revconv.16n.6-085.

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This research consists of a theoretical-practical study on the perception that Portuguese language teachers working in Professional and Technological Education (PTE) have when analyzing their continuing training and its influence on the adequate approach to multiliteracies in the classroom. Thus, having in mind the development of practices aimed at continuing teacher training, the multiliteracies emerge as an opportunity to embrace different types of language, so that the individual interprets linguistic situations which deviate from the traditional ones addressed in the school sphere. In this

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Kristiyani, Ary. "PENGEMBANGAN BUKU REFERENSI MENULIS FAKTUAL BERBASIS MULTILITERASI." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 4, no. 1 (2020): 177–84. http://dx.doi.org/10.21831/jk.v4i1.30724.

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Penelitian ini bertujuan untuk mendeskripsikan pembelajaran menulis faktual, menghasilkan buku referensi menulis faktual berbasis multiliterasi dan mendeskripsikan pendapat pakar terhadap produk tersebut. Penelitian ini menggunakan metode penelitian pengembangan. Teknik pengumpulan data dilakukan melalui studi pustaka, studi lapangan, wawancara, dan angket. Analisis data yang digunakan dalam penelitian ini adalah analisis kualitatif dan kuantitatif. Analisis kualitatif digunakan untuk mendeskripsikan data kualitatif seperti data wawancara dan analisis dokumen. Analisis kuantitatif digunakan un

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López Gopar, Mario Enrique, William Sughrua, and Edwin Nazaret León Jiménez. "Lingüística aplicada crítica y multilectoescrituras: dos lentes incluyentes para la realidad multilingüe e intercultural de México." Tequio 3, no. 8 (2020): 7–16. http://dx.doi.org/10.53331/teq.v3i8.9208.

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The goal of this paper is to present two theoretical concepts: critical applied linguistics and multiliteracies. It is argued that these two concepts can provide a theoretical framework where the intercultural and multilingual situation of Mexico and the social practices of vulnerable groups, such as indigenous groups, can be seen in a positive light, as opposed to the deficit models regularly used to see these groups. First, a succinct historical account of applied linguistics is presented, concluding this section with the description&#x0D

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Abendroth, Kathleen J. "Using Multiliteracies to Target Critical Media Literacy for Adolescents With Language Learning Disabilities." Topics in Language Disorders 44, no. 2 (2024): 83–95. http://dx.doi.org/10.1097/tld.0000000000000337.

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To support adolescents with language-based learning disabilities (LLD), speech–language pathologists (SLPs) should adopt a multiliteracies framework that targets critical media literacy skills. Multiliteracies recognize the increasingly digital and collaborative nature of written language that adolescents encounter and promote using online platforms in educational contexts. This article describes critical media literacy pedagogy and how targeted skills align with concepts and Common Core standards that clinicians address in classroom contexts. Examples of clinical applications demonstrate how

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Neide, Araujo Castilho Teno, Risalde Dias Alessandra, and Brum Ojeda Rosely. "Digital technologies and multiliteracies y pedagogy: challenges for teaching textual genres." Revista Letras Raras 12, no. 2 (2023): 121–32. https://doi.org/10.5281/zenodo.8302229.

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Sharing the reflections of Marcuschi (2002), Rojo (2013, 2012), Lemke (2010), among others about the relevance of multiliteracy pedagogy, and digital technologies, this article aims to present theoretical reflections about this multimodal perspective and its assumptions for teaching the Portuguese language. Multiliteracies and digital technologies express one of the challenges for stricto sensu graduate programs in the country, as well as for teachers' daily practice. This is a bibliographical research, in the area of Applied Linguistics in theoretical contributions of scholars who have be

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Jacobs, Curran Katsi’sorókwas. "Two-Row Wampum Reimagined: Understanding the Hybrid Digital Lives of Contemporary Kanien’kehá:ka Youth." Studies in Social Justice 13, no. 1 (2019): 59–72. http://dx.doi.org/10.26522/ssj.v13i1.1962.

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This article explores the digital life of one Indigenous youth and her experience with multiliteracies. The piece emphasizes the hybrid identity of contemporary Indigenous youth who not only reconcile traditional and contemporary identities, but also participate actively in several digital communities and life worlds. Through a participatory action research approach, listening to the digital experiences of youth can have fundamental impacts for creating more socially just pedagogical practices for multimodal multiliteracies.

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Losada Rivas, Jhon Jairo, and David Alfonso Suaza Cardozo. "Video-Mediated Listening and Multiliteracies." Colombian Applied Linguistics Journal 20, no. 1 (2018): 11–24. http://dx.doi.org/10.14483/22487085.12349.

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Multiliteracies is an innovative approach that helps understanding learning and teaching processes in current times. Besides, how these processes take place in new societies, regarding multiplicity and diversity in changing contexts, situations, meaning sources and discourses. Based on the need to explore the incidence of multiliteracies in EFL education, this study presents the ways in which video-mediated listening activities contribute to the construction of new meanings in an EFL setting. This qualitative action research was carried out at a private school of Rivera, Huila with 11th grade

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Spaliviero, Camilla, and Graziano Serragiotto. "Fostering Multiliteracies in Language Teacher Education Through Digital Storytelling: Assessing the Effectiveness of an Online Professional Development Intervention." International Journal of Linguistics 17, no. 4 (2025): 88. https://doi.org/10.5296/ijl.v17i4.22809.

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The integration of digital tools into education has redefined language teaching and learning, a shift further intensified by the COVID-19 pandemic. This rapid ‘digital turn’ brought both opportunities and challenges, particularly highlighting teachers’ limited digital competences. Within this context, Digital Storytelling (DST), which combines traditional narrative with multimedia resources, has gained attention as a means to support teachers’ professional development in multiliteracies. While existing research has largely focused on pre-service language teacher training, little is known about

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Ying, Hua. "Research on Project-Oriented Teaching of Intercultural Communication Based on Multiliteracies Pedagogy." UAI Journal of Arts, Humanities and Social Sciences (UAIJAHSS) 2, no. 5 (2025): 1–8. https://doi.org/10.5281/zenodo.15348859.

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<em>The enhancement of Chinese students’ multimodal literacy is essential for cultivating their global outlook and maintaining a Chinese perspective. Despite increasing research on the application of multiliteracies pedagogy to various language-related courses to enhance students’ multimodal literacy, few is concerned with Content and Language Integrated Learning (CLIL) courses such as intercultural communication course and addresses both pedagogical design and evaluation. In this light, this article aims to investigate project-oriented teaching of a Chinese course on intercultural

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Cumming-Potvin, Wendy. "Scaffolding, Multiliteracies, and Reading Circles." Canadian Journal of Education / Revue canadienne de l'éducation 30, no. 2 (2007): 483. http://dx.doi.org/10.2307/20466647.

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Harrop-Allin, Susan. "Multimodality and the Multiliteracies Pedagogy." Journal of Research in Music Education 65, no. 1 (2017): 25–51. http://dx.doi.org/10.1177/0022429417694874.

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Drawing on a study of children’s musical games in urban South Africa, this article employs two theoretical frames: that of multimodality and the multiliteracies pedagogy. These are applied to a contextual analysis of the forms of musicality that musical games embody and to ways of incorporating children’s play into pedagogy. Based on ethnographic research in primary schools in Soweto, I first examine representative examples of musical games in order to demonstrate children’s musicianship in relation to the concept of multimodality. Analysis reveals the games’ sophistication in terms of childre

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