Educational preparation is currently steered by two oppositional forces in contemporary society: global connectedness and local diversity. The traditional notion that literacy entails the technical ability to decode abstract letters in order to recognise and form words and sentences is contested by the pedagogy of multiliteracies – that there is a wealth of linguistic and cultural pluralism in the world and that people can be part of multiple life contexts that overlap in interest, affiliation and education. Multiliteracies in education develops a pedagogical framework to weave multiliteracies into the fabric of the South African classroom.
Multiliteracies in education takes the approach that knowledge is contextually situated and rapidly changing and diverse, which calls for new skills and flexibility, and the ability to work in teams. Chapters are sequenced according to the four pillars of the multiliteracies framework: overt instruction, situated practice, critical framing and transformed practice.
Contents include the following:
Multiliteracies in education is aimed at literacy scholars, student teachers as well as in-service educators.
CHAPTER 1: Introduction and orientation
CHAPTER 2: Multiliteracies as a post-graduate module
CHAPTER 3: Developing cultural literacy through service learning in teacher education
CHAPTER 4: Multimodal literacy
CHAPTER 5: Technological literacy
CHAPTER 6: Historical literacy as a component of multiliteracies with reference to electronic gaming
CHAPTER 7: Visual culture literacy: seeing is be.[lie].ving. – creating visual arguments through multimodal and multiliteracies pedagogy
CHAPTER 8: Meaning-making in design: a practical approach to exploring multiliteracy
CHAPTER 9: Linking multiple intelligence and thinking
