1. EDX3270 Assignment 1, Semester
2, 2012
Created by Kaylene Orton
Student Number: U1006054

2. Theme

3. Annotation 1
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies:
Changing times changing literacies (pp. 56-81). Newark, DE:
International Reading Association.
According to Anstey and Bull, teachers need to support a
multiliteracies curriculum to help students explore, engage and
develop their literacy skills. This chapter provides teachers with
different guidelines and frameworks to help them evaluate if their
pedagogy is providing their students with a dynamic teaching
approach. This chapter also explores the importance of incorporating
the Four Resources Model and Productive Pedagogies in the classroom.
These two elements allow students to use both lower order and higher
order thinking skills which are required to understand multiliteracies.
By incorporating these elements teachers provide their students with a
dynamic pedagogy. A dynamic pedagogy allows students to gain a
greater understanding of the different literacies they are exposed to in
today’s society.

4. Annotation 2
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New
Learning, Pedagogies: An International Journal, 4(3), 164-195. Doi:
10.1080115544800903076044
Cope and Kalantzis (2009) refer to The New London Groups (1996) original
theories of multiliteracies pedagogy. They believe the findings of The New
London Group (1996) has important elements in literacy teaching such as
situated practice, overt instruction, critical framing and transformed
practice, however whilst these elements have been very successful and played
an important part in literacy teaching and learning, society is changing. Due to
these changes Cope and Kalantzis (2009) have expanded The New London
Groups (1996) multiliteracies pedagogy to include four ‘knowledge processes’
which include, experiencing, conceptualizing, analyzing and applying. These
new and emerging literacies have made it imperative to adapt our pedagogical
framework to reflect these changes and to ensure students are being taught
literacy effectively to guarantee they are literate participants in today’s world.

5. Annotation 3
Healy, A. (2006). Multiliteracies: Teachers and students at work in
new ways with literacies. In R. Campbell & D. Green
(Eds.), Literacies and learners: Current Perspectives (pp. 191-207).
Frenchs Forest: Pearson Education Australia.
Healy (2006) believes that print literacy has not become unimportant
or redundant in today’s society as it is still an essential medium for
learning. Students need to read and write, however, its exclusive basis
of literacy has diminished due to the emerging range of technologies in
literacy. Healy (2006), therefore believes that “contemporary language
in literacy education must base its practices on texts from a range of
technologies, involving different media” (P. 192).To do this, teachers
need to change their pedagogical ways to expose their students to a
variety of learning texts and understand that students do not only learn
from written texts. This will allow students to maintain a literacy
understanding in today’s increasing technological society.

6. Annotation 4
Henderson, R. (2004). Recognising difference: One of the challenges of
using a multiliteracies approach? Practically Primary, 9 (2), 11-14.
Retrieved from
http://search.informit.com.au.ezproxy.usq.edu.au/fullText;dn=13626
8;res=AEIPT
Henderson (2004) refers to The New London Group (1996) multiliteracies
pedagogy which focuses on the magnitude of teachers engaging with their
students and the importance of understanding each student’s cultural and
linguistic diversity. These characteristics should be taken into account in our
teaching pedagogy to ensure all students receive the required help to achieve in
their literacy learning. Henderson (2004) refers to the ‘alens analogy’ which is
how teachers may use different lenses to see their students. This analogy
describes how teachers may vision a child’s learning and how teachers may
overlook the actual problems involved in a students learning. By combining the
alens analogy and The New London Group’s (1996) multiliteracies
approach, teachers are able to observe their students and appropriately
consider what is required to support them in literacy learning to achieve
greater outcomes.

7. Annotation 5
Stewart-Dore, N. (2003). Strategies for practising multiliteracies. In
G. Bull, & M. Anstey (Eds.), The literacy lexicon (2nd ed., pp. 161-
180). Frenchs Forest, NSW: Prentice Hall.
In this chapter Stewart-Dore (2003) distinguishes the difference
between both teaching and learning literacy strategies. Although
Stewart-Dore’s (2003) main focus in this chapter is on the different
strategies required to teach using a multiliteracies framework, he still
discusses strategies that also assist in learning such as ERICA and
Spheres of learning. Stewart-Dore (2003) believes these strategies
become good literacy tools and resources for students learning of
different text types and assist in both teaching and learning
multiliteracies. The chapter provides a list of questions for teachers to
evaluate their chosen teaching strategies as he emphasises that
teachers require some guidelines to ensure their teaching strategies are
appropriate to literacy education.

8. Annotation 6
The New London Group (1996). A pedagogy of multiliteracies: Designing social
futures. Harvard Educational Review, 66 (1), 60-92. Retrieved from
http://ejournals.ebsco.com.ezproxy.usq.edu.au/direct.asp?ArticleID=4A1C82FD3F
DB21B5590E.
The New London Group (1996) explored the theoretical overview between the changes
that students and teachers are facing in their social environment and a new approach to
teaching which they refer to as ‘multiliteracies’. A multiliteracies approach consists of
four pedagogical aspects, Situation Practice, Overt Instruction, Critical Framing and
Transformed practice. By implementing these four components into literacy
education, The New London Group (1996), believes that if students are taught using a
multiliteracies approach they will have the skills they require to be successful in social
environments including employment opportunities in our fast paced globalised world.
The authors agreed that as our society is fast becoming culturally and linguistically
diverse and increasingly globalised, literacy pedagogy is changing rapidly and teachers
need to understand the importance of changing their pedagogical ways to explore the
different forms of texts that are entering our society.

9. Annotation 7
Cloonan, A. (2008). Multimodality pedagogies: A multiliteracies approach.
International journal of learning,15(9), 159-168. Retrieved from
http://dro.deakin.edu.au/view/DU:30017615
This article was based on a case study conducted on four early year teachers to
help them learn and understand how to influence their classroom using a
multiliteracies pedagogical approach. The case study consisted of several stages
using a multimodal schema. The multimodal schema was developed based on
several studies conducted from The New London Group (1996) and Cope and
Kalantzis (2009). Throughout the case study teachers introduced
multimodality teaching into their pedagogical framework which allowed
Cloonan to collect and analyse data. From the data collected, Cloonan
concluded that a teacher’s mode of instruction is affected by integrating a
multimodal schema into the classroom as they are required to expand from a
print focused literacy to incorporating multiple modes of meaning which in
fact helps them to adapt to the fast paced technological society that surrounds
us.

10. Annotation 8
Kervin, L & Mantei, J. (2010). Incorporating technology within classroom
literacy experiences. Journal of Literacy and Technology, 11(3), 77-100.
Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1352&context=edupapers
This article reflects on a project where teacher’s integrated computer based
technologies into their daily literacy pedagogy. The project went for one year and in
this time teachers implemented a number of different structures to their teaching
framework taking into consideration equitable access to technology providing
support in both teaching and learning experiences. Data was collected and
examined in numerous ways such as video, still images, interviews and classroom
observations. Throughout the year all teachers were working within the whole
school vision of how technology supports classroom literacy learning. The project
determined the significance of implementing ICT into school classrooms. With this
in mind, teachers need to understand the importance of meeting the needs of each
students literacy requirements and acknowledge that teaching of technology should
not just be considered as an add-on to the curriculum, it needs to be incorporated
into literacy practice.

11. Annotation 9
Wing Jan, L. (2009). Literacy and language. In Write ways:
Modelling writing forms (3rd ed., pp. 3-16). South
Melbourne, VIC: Oxford University Press.
In this chapter Wing Jan (2009) defines and explores different elements
of literacy. Wing Jan explains how literacy requires an understanding of
different text types and that certain text types are chosen depending on
the different purposes and audiences they are written for. To be
successful in literacy learning, people need to have a range of
skills, knowledge and different strategies to incorporate different texts.
This chapter explores and explains multiliteracies, Luke and Freebodys
Four Resources Model and specific text structures which assist students
in their literacy learning. Wing Jan (2009) believes to teach literacy
effectively, it is essential for teachers to plan, organise and deliver
classroom programs and pedagogy and to foster an environment that
supports early language learning and facilitate literacy learning.

12. Annotation 10
Tan, J. P. & McWilliam, E. (2009). From literacy to multiliteracies: diverse
learners and pedagogical practice. Pedagogies: An International Journal
4, 213-225. Doi 10.1080/15544800903076119
This article looks at the implementation of multiliteracies in two distinctly
different schools. All teachers agreed that a multiliteracy approach was
required in order to effectively prepare students for living in the 21st century.
Research showed students in the first school were likely to revert to safe
learning opportunities rather than looking for innovative ways to extend their
skills and capacities due to the teacher’s fear of failure and understanding of
new digital texts. This therefore did not extend the students pedagogical
practices as the technology was seen as an add-on. In the second
school, teachers believed it was more important to have the necessary
alphabetic literacy skills before progressing to a multiliteracies pedagogy. It was
concluded that more research needed to be conducted before a decision can be
made on the usefulness of a purely multiliteracies approach and how this fits
with the teaching of literacy skills.

13. Synthesis
The readings selected were chosen to complete a reflection on the importance of
incorporating a multiliteracies approach into our 21st century classrooms. It was evident
in the chosen articles that to effectively support students in our globalised
world, teachers need to implement a multiliteracies pedagogy. It is necessary for teachers
to acknowledge that teaching reading and writing is no longer enough in literacy
learning as the changes we are experiencing call for new literacies to be taught
(Riddle, 2012). This was also supported by Healy (2006). Over time, the concept of the
multiliteracies approach has been developed to incorporate changes that are required for
teachers to advance their pedagogy practices and to develop citizens of the 21st century.
As technology is becoming the norm in our society, teachers are required to assist their
students in connecting their literacy learning into everyday practices both inside and
outside of school. In the 21st Century it is vital that teachers understand the importance
of integrating information and communication technologies (ICTs) into their
pedagogical framework. As stated by Kervin & Mantei (2010) “ICT should not be an ‘add-
on’ to the curriculum (Durrant & Green, 2000), but an integral part of a broader learning
goal” (P. 79 Para. 3).

14. Synthesis CONTINUED
In 1996 The New London group was formed to discuss how globalization, technology and
increasing cultural and social diversity issues were affecting literacy pedagogy and what
could be created to effectively teach the right literacy skills students needed. The New
London Group (1996) believed that if students were taught using a multiliteracies
pedagogy and their teachers were able to scaffold their students learning it would provide
them with the skills that they required to be successful in their social environment. Cope
and Kalantzis (2009) revisited the multiliteracies pedagogy framework and enhanced the
work of The New London Group (1996) by developing the Learning by Design model.
This model provides teachers with the pedagogical framework and resources that they
require to design, document and explicitly teach their lessons allowing their students to
gain further skills, knowledge and understanding of what is required to succeed in
today’s globalised world.
As society is developing culturally and linguistically, teachers need to consider this when
planning lessons. Majority of the authors draw attention to teachers needing to gain an
understanding of each student’s cultural and linguistic diversity. Teachers need to
incorporate a multiliteracies pedagogy that will assist all students with their literacy
learning no matter their ethnicity or needs. Teachers need to carefully consider what each
student requires to be successful in literacy learning.

15. Synthesis CONTINUED
In conclusion, it is vital that all teacher’s, in all subject areas, shift their pedagogical ways
from teaching literacy that is fast becoming outdated and they therefore need to include
a multiliteracies approach. Teachers need to acknowledge that literacy is integral to all
areas of learning, not just English and it is essential teachers and their schools have the
knowledge, skills, leadership and support to make a quantum leap in the quality of
literacy teaching (Department of Education and the Arts, 2006, p. 2). If teachers are able
to develop a strong multiliteracies approach and incorporate both Cope & Kalantzis
(2009) four knowledge processes and Anstey and Bull (2006) four resources model, it will
allow teachers to adjust their pedagogical framework to cater for strong 21st century
literacies learning. Adapting a multiliteracies pedagogical framework will enable
students to gain the skills they require to succeed successfully in an environment outside
of school.

16. SELF REFLECTION ON ICT
LEARNING
Initially the ICT component of this assignment concerned me as I would not call myself a
tech savvy person. After considering different options I chose to create a power point
presentation.
Prior to completing my power point presentation I created my assignment in a word doc.
Once this was complete I began with a blank document in power point and used the
shortcut of copy and paste from my word doc into my power point presentation. Once I
was happy with the layout of the text on the slides I wanted to get a little creative with
how my presentation looked. I found that there were several set designs that I could use
but wanted to explore my options for creativity further. I found that I was able to change
the colour of the set designs and that I could also change the effect of each text box. To
keep my presentation looking effective I decided not to make too many different
backgrounds or use too many colours. One I had completed this, I was much happier
with the presentation as I had added my own personal touches. As I was required to
upload my assignment to the internet to create a hyperlink, I explored my options and
decided to use slide share.
After finalizing my multimodal text, I am happy with what I have achieved overall. I
believe I have gained a greater understanding of the ICT component I chose to use. I
would feel very comfortable integrating the use of power point presentations into my
context of learning and believe it would be a simple ICT program students would be able
to learn how to use.

17. references
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing times changing literacies (pp.
56-81). Newark, DE: International Reading Association.
Cloonan, A. (2008). Multimodality pedagogies: A multiliteracies approach. International journal of
learning,15(9), 159-168. Retrieved from http://dro.deakin.edu.au/view/DU:30017615
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning, Pedagogies: An
International Journal, 4(3), 164-195. Doi: 10.1080115544800903076044
Department of Education and the Arts (2006). Literacy: the key to learning: framework for action 2006-
2008. Retrieved August 10, 2012 from
http://education.qld.gov.au/publication/production/reports/pdfs/literacy-framework-06.pdf
Healy, A. (2006). Multiliteracies: Teachers and students at work in new ways with literacies. In R. Campbell
& D. Green (Eds.), Literacies and learners: Current Perspectives (pp. 191-207). Frenchs Forest: Pearson
Education Australia.
Henderson, R. (2004). Recognising difference: One of the challenges of using a multiliteracies
approach? Practically Primary, 9 (2), 11-14. Retrieved from
http://search.informit.com.au.ezproxy.usq.edu.au/fullText;dn=136268;res=AEIPT

18. References continued
Kervin, L & Mantei, J. (2010). Incorporating technology within classroom literacy experiences. Journal of
Literacy and Technology, 11(3), 77-100. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1352&context=edupapers
Riddle, S. (2012). EDX3270 Literacies Education: Topic 1 Lectures. Toowoomba: University of Southern
Queensland.
Stewart-Dore, N. (2003). Strategies for practising multiliteracies. In G. Bull, & M. Anstey (Eds.), The literacy
lexicon (2nd ed., pp. 161-180). Frenchs Forest, NSW: Prentice
Tan, J. P. & McWilliam, E. (2009). From literacy to multiliteracies: diverse learners and pedagogical practice.
Pedagogies: An International Journal 4, 213-225. Doi 10.1080/15544800903076119
The New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational
Review, 66 (1), 60-92. Retrieved from
http://ejournals.ebsco.com.ezproxy.usq.edu.au/direct.asp?ArticleID=4A1C82FD3FDB21B5590E
Wing Jan, L. (2009). Literacy and language. In Write ways: Modelling writing forms (3rd ed., pp. 3-16). South
Melbourne, VIC: Oxford University Press.

19. References continued
Multiliteracies [Image]. (2012). Retrieved from http://www.wordle.net/create
Multiliteracies [Image]. (2012). Retrieved from
http://www.google.com.au/imgres?q=multiliteracies&hl=en&sa=X&biw=1366&bih=644&tbm=isch&
prmd=imvnsb&tbnid=qliepT6wn8CUjM:&imgrefurl=http://multiliteraciesforteachers.wordpress.co
m/what-are-
multiliteracies/&docid=kayG7DfViNWpQM&imgurl=http://multiliteraciesforteachers.files.wordpre
ss.com/2010/02/slide1.jpg%253Fw%253D300%2526h%253D225&w=300&h=225&ei=jqslUITNMsi3iQe
n-4GAAg&zoom=1