This chapter examines the concept of multiliteracies and how it emerged in literacy programs and classrooms. It discusses Cazden and Gee's involvement in developing multiliteracies and analyzes Luke and Freebody's Four Resources model. The chapter also explores how multiliterary practices influence education and benefit students by requiring them to recognize different literacy qualities and practices.

2. Anstey, M., & Bull, G. (2006). Defining Multiliteracies. In M, Anstey & G, Bull
(Eds.), Teaching and Learning Multiliteracies: Changing times, changing
literacies (pp. 19-55). vol: 10.
This chapter explains what literacy itself is. It discusses the way
in which multiliteracies emerged throughout literacy programs in
classrooms. Cazden (1967) and Gee (1992) are examined as to
their involvement in the creation of multiliteracies. The central
topic of the chapter is the influences of multiliterary practices
within the education environment and its benefits to all
students. Luke and Freebody’s, Four resources model is also
examined within this particular chapter to discuss its use in the
multiliteracies pedagogy. It is also learnt that to be multiliterate,
you must recognize certain qualities and be able to use different
and new practices in literacy.
WORDLE

3. Henderson, R. (2004). Recognising difference: One of the challenges of using a
multiliteracies approach? Practically Primary, 9 (2), 11-14 Retrieved from A-
Education database.
This article discussed the New London Group and how appropriate and
important it is that the learning processes engage with the background
and socio ergonomic changes with students rather than disregard or
remove of them. The article focused on the significance of teachers
being aware of student differences and strengths, making them
observable in the literacy learning. Robyn refers to a lens analogy to
break down a teacher’s vision of a child, as it is made apparent that
she believes teachers decide their own view of learning that takes
place, rather than accommodating for the difference which is often
over looked and complex to recognise. The article talks about the
Multiliteracies approach and how simply it can be integrated into the
Lens analogy, allowing teachers to observe literacy learning as its
extensive socio cultural learning context.
WORDLE

4. The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard
Educational Review, 66 (1), 60-92. Retrieved from
http://wwwstatic.kern.org/filer/blogWrite44ManilaWebsite/paul/articles/A_Pedagogy_of_Multili
teracies_Designing_Social_Futures.htm
It is evident that Multiliteracy is the major focus of this article just by
reading the title. The article provides a theoretical overview of the
connections between social environments altering and the need for a
different approach to literacy. The authors discuss the boundaries of
traditional literacy and how those are conquered with multiliteracies.
Multiliteracy is believed to be achieving two goals; students’ access to
evolving language and critical engagement. It is evident that the article
is attempting to expand the readers understanding of literacy, teaching
and learning. The authors argue that literacy pedagogy must include
the ever increasing assortment of text this includes technology. This
article goes into great detail of the four components of pedagogy
suggested by the authors of situated practice, overt instruction, critical
framing and transformed practice, though is lengthy and in place
complex to gain greater understanding.
WORDLE

5. Waller, M. (2009) ‘Multiliteracies and meaningful learning contexts in the primary
classroom’ Proceedings of the 45th United Kingdom Association International
conference – Making connections Building Literate Communities in and beyond the
classrooms, 10th – 12th July 2009, London: University of Greenwich.
It is evident that the main focus of this article is multiliteracies
pedagogies as they are discussed and defined as being a positive
distinct learning experience that fulfils learning without the use
of a generalised learning approach. The article reflects on a year
long journey that was undertaken to launch multiliteracies into
the curriculum, by collaborating with multiple modes of
communication methods. The journey was completed by
establishing a multiliteracies learning pedagogy which
incorporated a critical literacy approach, resulting in an overall
successful focus on literacy as a critical practice in the classroom.
WORDLE

6. Goodin, S. (2006). Multiliteracies and the school library [Electronic Version]. CSLA
Journal, 30 (1), 23-25.
The key focus of this article is on multiliteracies and the part it plays
amongst student learning. The author discusses the role of the library
and how libraries accommodate multi-modal literacies. The school
library has the ability to provide for old and new literacies this includes
new technologies which are aligned with multiliteracies. The article
describes the New London Groups pedagogy of multiliteracies and
advocates schools embracing a variety of texts and diverse textual
forms. The author of this article enlightens a broader view of literacy
that allows for a more inclusive vision of what literate text and
practices are. The reader is made accustomed to the abundance of
communication modes which includes visual, aural, linguistic and
diverse semiotic modes all available to supply the individuals’
information needs.
WORDLE

7. Educational Opportunities and Challenges - Multiliteracies: Exploring new learning .
Multiliteracies: Exploring new learning - Home. Retrieved March 13, 2012, from
http://www.multiliteracies101.weebly.com/educational-opportunities-and-
challenges.html
It is evident that this article pin points the change of globalisation and
how important it is for citizens to become accustomed to
multiliteracies changes in today’s society in order to accomplish. The
article recognises that Multiliteracies will not however replace
traditional literacy, but simply adopt as its importance is so high. The
article discusses the significance multiliteracies has on teaching
multiculturalism in the classroom, focusing on The New London Group
as its multiliteracies pedagogy provides opportunities for students to
understand global cultures within a classroom environment. Three
common forms of literacy’s were discussed; recognition, reproduction
and reflection literacy focusing generally on critical literacy and its
challenges connected with multiliteracies.
WORDLE

8. Stein, P., & Newfield, D. (n.d). Multiliteracies and multimodality in English in education
in Africa: mapping the terrain. English studies in Africa 49 (1). 1-18. Johannesburg:
University of the Witwatersrand.
This article is concerned with the significance of a multiliteracies
pedagogy in our schools particularly within the English classroom. It
discusses the surfacing of new relationships between ways of
representation and communication which have caused a change in
teaching and learning styles. Although the text positively strengthens
the need for this learning. What makes this text considerable is that is
sympathises with teachers who struggle to acclimatize to this new way
of teaching as major pressure and complexity can be met by teachers
in developing inventive opportunities for students that use a feasible
metalanguage for teaching and assessing multimodal texts. Regardless
of being an African Journal, very little mention is made to the
challenges faced with readily accessing and using digital literacies in
the majority of African schools. Its main focus is on encouraging
teachers, who in working purposefully with students’ creativity can
generate an pleasant educational experience with the use of multi-
modes of literacy to appoint within the English curriculum.
WORDLE

9. Mills, K. (2009), Multiliteracies: interrogating competing discourses [Electronic version]
Language and Education (Vol. 23, No. 2) 103-116 Retrieved 02 March, 2012.
This article is paying particular attention to the alteration of Literacies
pedagogy to embrace the changes in communication needs of our
culturally diverse societies and global trends. The argument among
new literacies such as popular culture and multimedia as opposed
classic, time honoured literature were highlighted. The author gives
the examples of multi-modal texts that children will come across and
require the knowledge about in order to function as a part of society.
Discussions on the new approaches to pedagogy and multiliteracies by
the New London Group give substance to the findings of the studies on
the application of the multiliteracies pedagogy with students from
diverse ethnic backgrounds.
WORDLE

10. Beyond technology for technology’s sake: Advancing multiliteracies in the twenty-first
century. By C. Borsheim, K. Merritt & D. Reed
This article argues the significance of a pedagogical change away
from the traditional teaching to embrace multiliteracies learning
for the twenty-first century students. It is argued that
technology should not be taught just for technology sake but
rather as transformative literacy. Digital natives need to be
occupied in literacy learning through several modes of
communication including web 2.0 applications and additional
digital technologies. This article is based on Beers work moving
from traditional literacy learning to multiliteracies.
WORDLE

11. Fellows, J., & Oakley, G. (2010). Visual and Critical Literacy. In Fellows, J., & Oakley, G.
(eds.), Language, Literacy and Early Childhood Education (pp. 488-508) South
Melbourne, Victoria: Oxford University Press.
The main discussion of this chapter is the utilisation of visual and
critical literacies within the multiliteracies pedagogy. The authors
propose that this approach, which involves analysing and questioning,
should be used throughout all educational settings this includes the
early years. Importance of visual and critical literacy is discussed in
regards to the multimodality needed by students to consult existing
modes of literacy. Deconstruction, reconstruction and juxtaposition are
three extensive approaches that are explained in detail. Fellows and
Oakley present activities and suggestions that would be useful for
early childhood educators who are teaching critical literacies.
WORDLE

12. Critical Reflection on ICT’s
“ICT are at the core of learning and teaching in the 21st century. Queensland’s future depends on
how successfully we integrate ICT in the curriculum and daily learning and teaching.’ (State of
Queensland, 2002)
I believe that a deep knowledge of ICT’s is extremely essential for educators to be familiar with.
This is why for the purpose of this assignment my aim was to familiarize myself with and
extend my technological repertoire, whilst also engaging with social networking sites which
children are familiar with. I did this via the use of a two different websites the first being
facebook which is extremely familiar to me and provided me the opportunity to use this site
in an educational manner, the next is the slideshare presentation, which I found quite
complex. The easy part was creating the PowerPoint presentation, the more complicated
part was the editing and hyperlinking the Wordle.
As a future educator I will strive to employ a variety of pedagogical and Multiliteracy
frameworks by implementing various forms of ICTs. My future goal is to develop an
extensive knowledge of multiliteracies and will continue to grow throughout the process of
implementing age appropriate uses for ICTs.
When trying to locate articles I found it quite easy to identify the ones that I wanted to use for
the purpose of this assessment. To do this I accessed reputable textbooks from the local
library, access to the University journal database and online journals’. Reading these article
was extremely interesting and assisted to broaden my knowledge of Multiliteracies.

13. Critical Reflection on ICT’s
Overall, I am extremely happy with what I have achieved with
the technological part of this assessment, I implemented the
ICT component via accessing prior knowledge which
transformed the knowledge into another design element;
Prezi.
I believe this assignment has highlighted my understanding of
the four components of pedagogy, my ability to think critically
demonstrated transformed practice, overt instruction,
situated practice and critical framing.

14. References.
• Anstey, M., & Bull, G. (2006). Defining Multiliteracies. In M, Anstey & G, Bull (Eds.), Teaching and Learning Multiliteracies: Changing
times, changing literacies (pp. 19-55). vol: 10.
• Beyond technology for technology’s sake: Advancing multiliteracies in the twenty-first century. By C. Borsheim, K. Merritt & D. Reed
• Educational Opportunities and Challenges - Multiliteracies: Exploring new learning . (n.d.). Multiliteracies: Exploring new learning -
Home. Retrieved March 13, 2012, from http://www.multiliteracies101.weebly.com/educational-opportunities-and-challenges.html
• Fellows, J., & Oakley, G. (2010). Visual and Critical Literacy. In Fellows, J., & Oakley, G. (eds.), Language, Literacy and Early Childhood
Education (pp. 488-508) South Melbourne, Victoria: Oxford University Press.
• Goodin, S. (2006). Multiliteracies and the school library [Electronic Version]. CSLA Journal, 30 (1), 23-25.
• Henderson, R. (2004). Recognising difference: One of the challenges of using a multiliteracies approach? Practically Primary, 9 (2), 11-14
Retrieved from A-Education database.
• Jan, L. (2009). Literacy and Language. Write ways: modelling writing forms (3rd ed., pp. 1-16). South Melbourne, Vic.: Oxford University
Press
• Luke, A. & Freebody, P. 1999, ‘A map of possible practices: further notes on the Four Resources Model’, Practically Primary, June, Vol.
4, No. 2, pp. 5-8.
• McDaniel, C. (2004). Critical literacy: A questioning stance and the possibility for change. The reading teacher, 57, 472-481.
• Mills, K. (2009), Multiliteracies: interrogating competing discourses [Electronic version] Language and Education (Vol. 23, No. 2) 103-
116 Retrieved 02 March, 2012.
• State of Queensland 2002, Information and communication technologies for learning: school information kit (2002-2003), Queensland
Government, Brisbane.
• Stein, P., & Newfield, D. (n.d). Multiliteracies and multimodality in English in education in Africa: mapping the terrain. English studies in
Africa 49 (1). 1-18. Johannesburg: University of the Witwatersrand.
• The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66 (1), 60-92.
Retrieved from EJS database.
• Waller, M. (2009) ‘Multiliteracies and meaningful learning contexts in the primary classroom’ Proceedings of the 45 th United Kingdom
Association International conference – Making connections Building Literate Communities in and beyond the classrooms, 10th – 12th July
2009, London: University of Greenwich.
• Wink, J. (2000). Critical pedagogy: Notes from the real world (2nd ed.). New York: Longman.