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My multiliteracy journey so far – oppositions, contradictions and gaps

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Sue Ward

on 22 March 2011

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Transcript of My multiliteracy journey so far – oppositions, contradictions and gaps

MULTILITERACY Assumptions Why teach multiliteracy? Oppositions Gaps At first I thought 'multiliteracy'
meant knowing how to
read and write in more than
one language. While my
assumption is sort of true,
I soon found out I wasn't exactly right. What is it? Multiliteracy refers to the use of diverse technology and multimedia to communicate. Multiliteracy incorporates all forms of communication used to convey any kind of meaning. For instance: sound, recognizable icons, images, digital text, dance. The role of educators is to educate children to be literate in their everyday environment. This includes teaching children to effectively use shifting technology in order for them to fully participate in their adult working, recreational and/or private world. Contradictions A greater understanding of the new of the electronic nature of social life will help inform educational policy-makers, so that the education system can adequately cater for the multiliteracies children will need to function in contemporary society. As it currently stands, the education system is caught in a transition phase, from a narrow definition of written and spoken literacy, to incorporating multi-media and associated symbolic literacy. Schools are still teaching literacy in terms of 19th century relations. New social practices, such as SMS, chatroom conversations, and blogs are part of most children's lives. However, the pressures and constraints of the current curriculum mean the focus of literacy in schools does not match the reality of literacy in everyday life.
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