Teaching and Learning Multiliteracies

Question: Discuss about the Teaching and Learning Multiliteracies. Answer: Introduction: The term multiliteracies had been coined in 1996 by the New London Group and this term could be referred as the multimodal ways of communication which also includes the abilities of students in educational system for understating multimedia and technology (Willis, 2009). The basic goal of multiliteracies in an education system is to utilise multimodal communication system considering various different languages within different cultures and also to utilise the abilities of students for understanding multimedia and technology considering audio, symbols, video, emails and others so that uniform knowledge buildup and growth could be ensured (Victoria State Government, 2009). In the conventional education system it was a significant challenge for teaches to help students for achieving a sustainable literacy development through the schooling period so that stronger literacy skills could be achieved (Mills, 2008). Subsequently utilising this implication with the conventional education syst em the New London Group developed the concept of multiliteracies in which technology-enhanced tools of education could be adopted for students so that they could enhance their literacy skills and knowledge with better convenience and efficiency. It is a matter of debate that how multiliteracies could be utilised by teaches within education system for ensuring better literacy development of all students. Hence, it should be mentioned here that there are four major components of multiliteracies which could be the main factors for teachers within educational systems for assisting every students with their literacy development and these factors are situated practice, overt instruction, critical framing and transformed actions (Mills, 2008). Functions of each of these components of multiliteracies have been discussed below, Situated Practice The main function of situated practice in multiliteracies is to guide the students for integrating their primary knowledge so that they could take the initial approach towards meaningful learning practices (Ansty Bull, 2006). Overt Instruction This component of multiliteracies could be effectively utilised by teachers for guiding the students for coordinating with newer educational tools and techniques with systematic practice of learning techniques so that better literacy development could be ensured through proper utilisation of the technology-enhanced tools and techniques of learning (Sandretto Tilson, 2013). Critical Framing The critical framing element in multiliteracies could be effectively utilised by teaches for encouraging the students to question about diverse perceptions so that better learning experiences could be gained from diverse aspects of literacy according to diversified questions of students (Victoria State Government, 2009). Transformed Actions This component of multiliteracies could be effectively utilised by educators within educational system for generating interest among the students for applying the learnt lessons from the former three components in their real; life activities and situations so that literacy development could be ensured through practical application of knowledge (Willis, 2009). Transformed Practices or Actions It has been mentioned in the former section of this report that transformed practices is one of the four components of multiliteracies and it is one of the most unique component of this newer educational concept as well. It could be an effective factor for encouraging the practices among students for linking their learning experiences within their regular life class room and personal life activities (Sandretto Tilson, 2013). The basic concept of transformed practices in multiliteracies is to encourage the approaches of students for applying their learnt lessons from technology-enhanced system based theoretical classes into real life aspects and situations so that practical lessons could make better contribution to their individual literacy development (Ansty Bull, 2006). It is a universally agreed fact that practical application of knowledge, reasoning power and logical abilities is the most effective way for enhancing the knowledge development process of an individual and it is also effective for encouraging self learning practices in people as well (Allan, 2013). Hence, it is very obvious that the approach of transformed practices in multiliteracies is effective for motivating students to apply their learnt lessons in real life activities so that they could build the path for their literacy development depending on their own self-learning approaches (Willis, 2009). Now it should be mentioned that how teaches could play a role for utilising transformed practices within an educational system for contributing to the better knowledge development of the students. The way in which an educator could encourage students with the approach of transformed practices within an educational system is to engage them in reciprocal conversations among each other so t hat ideas and knowledge could be shared from one cultural situation to another (Allan, 2013). Transformed practices in multiliteracies is considered to be the most meaningful and effective learning practice which design the future of the society through encouraging the next generations for applying their learnt lessons in their social lives (Wright et al 2013). Benefits of multiliteracies approach for assisting all students to value diversity It is said that a childhood is the most fertile state of brain for learning the basic knowledge and principles of life and it is also said that a child brain is also highly vulnerable to be influenced by misperceptions as well. Hence, it is very obvious that the education system available to children is the base for the development of their morals, principles, knowledge and logical abilities (Victoria State Government, 2009). The most significant advantages of multiliteracies approach in education system for assisting all students to value diversity have been discussed below according to different elements of multiliteracies. First of all transformed practices in multiliteracies encourages the students for being engaged in reciprocal conversation within classroom or society with different cultural people having different literacy perception (Sandretto Tilson, 2013). Thus, knowledge sharing through interaction with different cultural people depending on transformed practices could be effectively helpful for keeping students away from conventional thoughts about other cultural people. Moreover, it could also make them realise the value of diversity as a significant need for knowledge development and sharing (Allan, 2013). On the other hand, critical framing in multiliteracies is also effectively helpful for encouraging learning interest among students through motivating their practices for uttering questions from diverse perception so that answers could enrich the literacy of all within a classroom. Hence, better application of diversity of perception in multiliteracies for better literacy development of the students could also enhance the value of diversity to them (Wright et al 2013). Literacies and literate practices are important in every sphere of life. It is important to mention that most of the individuals learn a lot of from their daily lives not only at home but also at their work and hence taking into consideration the literate practices applied at workplace and home is an important aspect. People behave differently at work and home which are highly distinct in their contexts and hence it could be said that most of the individuals apply different literacy practices in different ways at home and at work because they understand the importance of these places and also understand that their behavior will reflect on their literacy effectively. From the social point of view literacy is the way people use their written skills in their personal lives and from the point of view of business literacy is written skills which helps people to develop their organisational situation which helps to understand the organisational objectives and allows meeting them (Wright et al., 2013). In both the situations literacy practices are considered as the observable episodes which reflect on the literacy practices learned by people during their education. In professional and personal life literacy practices is extremely important. From the personal point of view there are different Literacies which are important at work as well as at home. One of the key examples of literacy practice implemented at work is written skills and IT literacy skills for developing presentation and effective written communication which helps to convey important messages at work. Overall it could be said that the combination of writing and reading literacy skills is extremely important for me at work. On the other hand literacy practices at home could also be considered as personal literacy practice and hence understanding of the different social media applications and their involvement in the daily lives have become highly important as most of the people like to be active in Facebook, Twitter an d other applications effectively (Willis, 2009). My literacy practices of teaching my nephew and niece through e-books and tablet devices have been effective for me to develop my personal literacy skills. References Allan, L. (2013). Leaders in educational thought [Video file]. Retrieved from https://www.youtube.com/watch?v=RgciQLj-57k Ansty, M., Bull, G. (2006). Defining multiliteracies. In Teaching and learning multiliteracies: Changing times, changing literacies. Retrieved from https://engres.ied.edu.hk/lang_arts/tasks/curricRenew-2009/wk1/MultiliteraciesCh2AntesynBull.pdf Mills, K. A. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An International Journal, 3(2), 109128. Sandretto, S., Tilson, J. (2013). Reconceptualising literacy: Critical multiliteracies for 'new times'. Retrieved from https://www.tlri.org.nz/sites/default/files/projects/Sandretto_Summary_final_1.pdf Victoria State Government, Department of Education and Early Childhood Development (DEECD). (2009). Key characteristics of effective literacy teaching P6: Differentiating support for all students. Retrieved from https://www.agtv.vic.edu.au/files/Website%202015/keycharliteracyp6.pdf Willis, L.-D. (2009). A multiliteracies project in the middle school: Parents as coteachers. In 2009 AATE/ALEA National Conference: Bridging Divides: Ensuring access, equity and quality in literacy and English education, 912 July, Wrest Point Conference Centre, Hobart. Retrieved from https://espace.library.uq.edu.au/eserv/UQ:319714/UQ319714_fulltext.pdf Wright, S., Fugett, A., Caputa, F. (2013). Using e-readers and internet resources to support comprehension. Journal of Educational Technology Society, 16(1), 367379. Document: Assessment 4 Chart: Multiple Literacies and Literate Practices in the Different Contexts of Your Life (Word document)