Rhiannon Lewis

EDUC 5457: Pedagogy of Multiliteracies

What have I learned these weeks?

As teachers, we are responsible for teaching students to become functional members of society

in addition to delivering the curriculum content. I have learned that the multiliteracies

pedagogy is extensive, and it contains the tools that teachers need to deliver the curriculum

while simultaneously developing the skills that students need to think critically about the world

around them. I found the topic of digital literacy particularly valuable as this generation of

students has more access and exposure to technology than any cohort before them. I have

utilized technology in practicum as a resource for research, but the Digital Literacy Framework

(n.d.) aims to teach students how to navigate it safely, responsibly and considerately by

focusing on building skills such as Consumer Awareness and Ethics and Empathy. Critical literacy

is another important topic, and I have learned that it teaches students to apply their critical

thinking skills to consider different perspectives. As stated by Lewison, Flint and Sluys (2002),

critical literacy involves understanding experience and texts from our own perspectives and the

viewpoints of others. Lastly, this course has emphasized the importance of my role as a teacher,

as adjusting my teaching practices to match the needs of today’s society could make all the

difference in preparing students to succeed as citizens and workers.

How do I understand the topics?

The concepts that have been discussed throughout the course thus far focus on themes that

are relevant to today’s society. Social media and the use of technology have become a

prominent force in the world that dominates the younger generations. Global perspective is
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gaining prominence as our society is currently experiencing a push towards greater equality. I

believe that the goal of multiliteracies is to give students the tools they need to properly digest

the information around them and critically consider their role in society. It is my understanding

that the focuses of multiliteracy pedagogy are adaptable to what ever the societal context may

be. As stated by Kalantzis and Cope (2010), the agenda of the new learning is to meet the needs

of the knowledge society in a globalized world. Pedagogy of multiliteracies not only teaches

valuable life skills, but also keeps information relevant and engaging for students in the

classroom. In my teaching experience, I’ve found that students were most engaged when I

utilized content that was current and familiar to them. For example, discussing the impact that

the Australian forest fires had on ecosystem biodiversity. This encourages more discussion

about current subject matters in the context of the curriculum, and urges students to consider

the extent of the “ripple effect” that results from these kinds of events.

What concepts or perspectives inform and inspire my teaching?

Although I find digital literacy extremely important and valuable for students to learn, it is

a concept that I was familiar with coming in to this course. Critical literacy, however, is

something that I haven’t thoroughly considered in my own teaching practices. I am a

teacher candidate planning on teaching science at a secondary level, and there are several

topics in the curriculum that examine socioscientific issues. Discussing topics such as

climate change, GMOs and bioethics from a variety of perspectives encourages a well-

rounded understanding of a topic, and allows students to develop well-informed opinions

as opposed to falling victim to biases. That being said, being able to analyze these

perspectives critically and distinguish authentic information from hearsay is a valuable

skill for navigating life and academia. Implementing a multiliterate approach for teaching is

something I plan on incorporating into my practices, as I strongly believe that teachers

should place greater importance on developing transferable skills with their students.

Multiliteracies pedagogy effectively incorporates this while simultaneously fulfilling the

requirements of the curriculum.

How does multiliteracies pedagogy inform in-person, hybrid or online learning?

Multiliteracies pedagogy represents the reformation that is currently underway in our

education system, the shift from passing on knowledge to actively engaging students in

their own learning. The setting where learning is taking place should not affect a teacher’s

ability to implement multiliteracies pedagogy, as so much of it is based on multimodality.

As stated by Kalantzis and Cope (2010), both the “new learner” and “new teacher” are

comfortable working in multimodal, technology-driven spaces. New teachers who are

comfortable with technology are usually keener to incorporate it into their practice, but the

current pandemic has forced all teachers to work outside of their comfort zones. This

includes utilizing resources that they may have never considered before. This aligns with

the goals of multiliteracies pedagogy, which encourages both teachers and students to

explore a variety of resources to support their understanding of a given topic. For in-

person instruction, teachers should be mindful of how much time they are spending

lecturing while students sit at their desks silently. Using multiple mediums that encourage

students to interact with the teacher and each other may prove to be a more effective way

to deliver content. For hybrid and online learning, it may be beneficial to allow students to

process the content asynchronously at a rate that works best for them. Then in a
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synchronous environment, execute activities to solidify concepts in an engaging and

stimulating manner.

References

Cope, B., & Kalantzis, M. (2010). The Teacher as Designer: Pedagogy in the New Media Age.
E-Learning and Digital Media, 7(3), 200–222.
https://doi.org/10.2304/elea.2010.7.3.200

Lewison, M., Seely Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: The journey
of newcomers and novices. Language Arts, 79(5), 382-392.

USE, UNDERSTAND & CREATE: A Digital Literacy Framework for Canadian Schools –
Overview. (2019, February 22). Retrieved November 14, 2020, from
https://mediasmarts.ca/teacher-resources/digital-literacy-framework/use-
understand-create-digital-literacy-framework-canadian-schools-overview