1. Leah Drury
Student Number - W0099703
EDX3270 – Literacy Education
Course Examiner – Stew Riddle
Annotated References

2. Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing
times changing literacies (pp. 56-81). Newark, DE: International
Reading Association.
Anstey and Bull provide implications of multiliteracies on pedagogy and list
ways educators can adapt to assist learners in becoming multiliterate. The
authors list several points to guide the development of a multiliteracies
curriculum. Anstey and Bull state that delivering content is not sufficient and
that becoming multiliterate depends on the pedagogical style of the teacher.
Four areas of ‘Productive Pedagogies’ are highlighted for teachers to work
towards improving the outcomes of their students in conjunction with ‘The
Four Resource Model’ to ensure teachers develop a pedagogy that addresses
multiliteracies.

3. Asselin, M., & Moayeri, M. (2011). Practical strategies: the participatory
classroom: web 2.0 in the classroom. Literacy Learning: the Middle
Years, 19 (2), i-vii. Retrieved from Education Research Complete
database.
This recently compiled Journal contains significant points for consideration by
all educators. The planned implementation of new literacies courtesy of Web
2.0 as learning tools in the classroom helps to develop students critical thinking
and encourages participation through the equal contribution of individuals in
group settings, helping to build knowledge according to Asselin and Moayeri.
Asselin and Moayeri hope to encourage the use of Web 2.0 tools across Key
Learning Areas (KLA). Whilst providing detailed examples of the ways in
which Web 2.0 tools can be utilized in the classroom to support new literacies,
Asselin and Moayeri also raise awareness of ethical, privacy and
miscommunication issues that schools need to consider when implementing
Web 2.0 tools.

4. Beavis, C., & O'Mara, J. (2010). Computer games - pushing at the boundaries of
literacy. The Australian Journal of Language and Literacy, 33 (1), 65-76.
Retrieved from Academic Search Complete database.
Beavis and O’Mara call upon the works of many credible authors to reiterate
findings in their case studies. This study highlights the opportunities that exist
within curriculum guidelines to incorporate the creation and use of digital
games in digital formats. Firstly, Beavis and O’Mara report that adolescent
boys, who use digital games of personal interest, become more analytical,
reflective and critical about texts. Secondly, teenage boys who produce digital
games through planning and the creation of resources utilise multiliteracy
skills. With support through the pedagogical practices of teachers and
curriculum guidelines, students can be educated about ‘the wall-less
classroom’ as described by Beavis and O’Mara when making and using
multiliteracies.

5. Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies new learning,
Pedagogies: An International Journal, 4 (3), 164-195.
Cope and Kalantzis examine whether the core concepts developed
during the mid 1990’s by the New London Group ‘A Pedagogy of
Multiliteracies’ remain true. The emergence of new technologies and the
speed and mode in which it is delivered have formed new
communication practices, the emergence of new literacies, amid the
trend of multimodality. Cope and Kalantzis believe the ‘why’, ‘what’
and ‘how’ of literacy pedagogy show little change to the overall
concepts, regardless of major innovations since that time, mostly due to
difficulties arising from inability to monitor multiliteracies.

6. Healy, A. (2006). Multiliteracies: teachers and students at work in new ways with
literacy. In Campbell, R., & Green, D. (Eds.), Literacies and Learners
current perspectives (3rd ed., pp. 191-207). Australia: PEARSON
Prentice Hall.
Healy, a multiple print author, clearly states in her explanation of both
traditional print text and digital texts that print based literacy is diminishing
with the introduction of digital text. The importance of appropriate
pedagogies to respond to the role of computers in communication is evident
throughout her writing. This chapter looks at literacy as the centre point of
curriculum and the shifting text-student-teacher relationships. The author
notes teachers’ necessity to balance ‘eye candy’ against engagement in
multimedia digital text as a source of information. Healy’s claims that students
develop their literacy related knowledge as much from interactive multimedia
digital texts as from any other text mode based on her significant research into
the teaching of digital literacy.

7. Henderson, R. (2008). Mobilising multiliteracies: pedagogy for mobile students.
In A. Healy (Ed.), Multiliteracies and diversity in education: new
pedagogies for expanding landscapes (pp. 168-200). South Melbourne,
VIC: Oxford University Press.
The multiliteracies work of The New London Group and the Learning by
Design Framework of Kalantzis and Cope guides the planning and
development of Henderson’s ‘mobile students’ project. Henderson cites the
work of many reputable authors who provide considerable evidence behind
the contributing factors of low literacy levels in students who frequently
change schools. Technological advancements create new and challenging ways
of communicating with students in classrooms and as a society in general
according to Henderson. Henderson adds that the New London Groups
multiliteracies approach to literacy takes into consideration several aspects of
learning that are important to a cultural and linguistic diversity. The author
provides detailed, in depth learning opportunities, adaptable across contexts
for a multiliteracies problem based project.

8. Kinzer, C., & Verhoeven, L. (Eds.). (2008). Interactive Literacy Education. United
States of America: Lawrence Erlbaum Associates.
In this recent publication Kinzer and Verhoeven conclude the inevitability of
ICT and literacy merging within curriculum, thus creating a complex learning
situation. In chapter one, Facilitating Literacy Education Through
Technology, the authors highlight the benefits of multimodal software, in
conjunction with specific focused instructions, enables students to become
interactive learners. The listed implications and benefits of literacy as a social
tool are based on the work of Vygotsky and a series of recent studies. Kinzer
and Verhoeven establish at least three components of a technology enhanced
environment model.

9. Ljungdahl, L. (2010). Multiliteracies and Technology. In Winch, G., Ross
Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (Eds.), In
Literacy, Reading, Writing and Children’s Literature (4th ed., pp. 399-
422). Australia: OXFORD UNIVERSITY PRESS.
Ljungdahl comments on the increasing number of technologies making their
way into classrooms. This recent publication by highly accredited authors
looks at similarities between traditional print and digital devices literacies.
Ljungdahl states the application of technologies can enhance the curricula
creatively and expand our philosophy of literacy. Ongoing training for
educators to keep up to date on the most efficient way to integrate technology
into learning programs is vital according to Ljungdahl. The author highlights
three key points required for technology to be successful within classrooms
and discusses the challenges of ICT.

10. Swan, K., Kratcoski, A., Schenker, J., & Cook, D. (2007). The Ubiquitous
Computing Classroom: A Glimpse of the Future Today. In van ‘t Hooft,
M., & Swan, K. (Eds.), Ubiquitous Computing in Education. (pp. 259-
285). United States of America: Lawrence Erlbaum Associates.
Swan, Kratcoski, Schenker and Cook provide scenarios taken from ongoing
research of real life workings of ubiquitous computing classrooms utilising a
myriad of digital devices. Chapter thirteen presents a framework for
studying the impact of ubiquitous computing on teaching and learning. The
aspect of developing, measuring outcomes, use of a multitude of digital
devices and working within ubiquitous classrooms is explained in great
detail. Swan et al. findings based on specific research questions, found a
direct relationship between student interest and motivation, leading to
higher order thinking and that ubiquitous access to digital technologies
positively affects the students work.

11. Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum. Buckingham:
Open University Press.
This somewhat dated book looks at issues still highly relevant in today’s
education system. Unsworth declares that the arrival of digital technology as
part of text does not mean the end of page based literacies but rather an
extension of it, where multimedia and electronic information compliment
conventional literacies. The author explores key features of pedagogic
frameworks for the management of multiliteracies to optimize learning.
Unsworth believes that if schools are to foster the development of multiple
literacies they firstly need to identify and understand it’s diversity before
students can be effective participants, through the development of knowledge
in meaning making systems and the use of meta language.

12. Overview/Synthesis
A multiliteracies approach to literacy allows for the insurgence of technology
into the classroom contributing to effective literacy teaching and learning.
Our daily lives are crisscrossed by the overlapping of traditional text types
with digital devices that enhance the way we learn literacy. Asselin and
Moayeri (2011) believe the planned implementation of new literacies utilising
Web 2.0 tools in the classroom develops critical thinking skills and improves
participation. Furthermore, Beavis and O’Mara’s (2010) studies found that
boys in particular become more analytical, reflective and critical about text
especially when using and developing digital games. Swan, Kratcoski,
Schenker and Cook (2007) found a direct link between student interests and
motivation leading to higher order thinking and that ubiquitous access to
digital technologies positively affects students work.

13. Overview/Synthesis cont.
Healy (2006) claims that students develop their literacy related knowledge as
much from interactive multimedia digital texts as from any other text mode.
Multimedia and electronic information compliment conventional literacies
according to Unsworth (2001). It appears he is not the only one, Freebody and
Gilbert (1999) as cited in Henderson (2008) state the complex concept of
literacy exists due to new approaches to literacy teaching coexisting with old
ones. New literacies are not confined to schools, teachers and their students,
they have infiltrated society, thus a need to develop student’s skills in
multiliteracies in order to live and work in a multiliterate world. Kinzer and
Verhoeven (2008) concede the inevitability of Information Computer
Technology (ICT) and literacy merging within the curriculum, creating what
they describe as a complex learning situation.

14. Overview/Synthesis cont.
Teachers need to be aware of the way students currently interact with ICT
outside of school and set challenging, meaningful tasks that critically engage
students in multiliteracies. Ljungdahl (2010) acknowledges the increasing
number of technologies making their way into classrooms and believes that
through ongoing professional development educators can keep abreast of the
best ways of integrating technology into learning programs. Asselin and
Moayeri (2011) add their concerns of ethical, privacy and miscommunication
issues that can arise from the implementation of Web 2.0 tools. No doubt an
ongoing concern shared by members of the wider community. Beavis and
O’Mara (2010) believe that students can be enlightened of the far reaching
effects of working within a ‘wall-less classroom’ through effective pedagogical
practice and curriculum guidelines.

15. Overview/Synthesis cont.
Kinzer and Verhoeven (2008) highlight the benefits of multimodal software
in conjunction with focused instruction enables students to become
interactive learners. Kinzer and Verhoeven (2008) go on to list the
implications and benefits of literacy as a social tool. Anstey and Bull (2006)
provide their implications of multiliteracies on pedagogy and suggest
educators follow a ‘Productive Pedagogies’ and ‘The Four Resource Model’
by Luke and Freebody, to develop a pedagogy that addresses multiliteracies.
A study conducted in 1996 by The New London Group was revisited by Cope
and Kalantzis (2009) to gauge whether the core concepts of their findings
remain valid. It is believed that regardless of recent advancements in
technology, that have created new literacies, little changes have occurred to
the ‘why’, ‘what’ and ‘how’ of literacy pedagogy. As advancements in
technology continue and the way in which it is utilised in classrooms changes
so too will the list of implications and benefits on all who use it.

16. ICT Reflection
What goal did you set?
I wanted to approach the ICT
element of this assessment with a
‘can do’ attitude and to not be
intimidated by technology. I had a
desire to further develop my skills
in a PowerPoint Presentation
(PPT) beyond my current
knowledge. Vygotsky as cited in
Sigelman and Rider (2009) refers
to working within this space as the
‘Zone of Proximal Development’.
Lack of experience and
opportunity has previously
restricted me from creating a
PowerPoint, something that I had
virtually no experience in creating.

17. ICT Reflection cont.
What did you learn?
Using technology to create a
multimodal presentation requires
trial and error, drawing upon
knowledge of literacy previously
experienced by the user across a
myriad of contexts. Despite Healy’s
(2006) statement regarding the
development of literacy from both
digital and written text, I believe it
would be impossible to create the
presentation without having solid
background knowledge in a
combination of written text, visual,
audio, linguistics and spatial design
elements.

18. ICT Reflection cont.
What were the barriers to your
learning?
I need to visually observe how a
task is done, read how it is done
and refer back to written text as
reference when required. Receiving
encouraging, timely feedback
regarding progress would have
helped to build confidence.
How did you overcome them?
I overcome barriers by referring to
other reliable sources available in
multiliterate formats. I repeatedly
listened to YouTube presentations
on the internet while writing notes
to refer back to later and watched
for visual prompts.

19. ICT Reflection cont.
What would you do differently next
time?
PowerPoint Presentations can
become boring for the reader so it
is important for the creator to use
interesting, yet minimal amount of
slides as possible so the viewer can
effectively engage with the content.
How might your experience with
this task inform your teaching as a
future literacies teacher?
Be aware of what ICT skills and
literacy knowledge students bring
with them to the classroom.
Incorporate technology into
everyday multiliteracy rich tasks
and allow students to teach others
what they know and build upon
those skills by providing more
challenging tasks.

20. References
Pictures. [Pictures]. (n.d.) Google Images.