Foundations of Multiliteracies Reading, Writing and Talking in the 21st Century

Using the concept of multiliteracies and multimodality, this book provides foundation knowledge about the new and continuously changing literacies of the 21st century. It details the five semiotic systems (linguistic, visual, auditory, gestural and spatial) and how they contribute to the reading and writing of increasingly complex and dynamic texts that are delivered by live, paper or digital technologies.

One of the main tenets of the book is that social, cultural and technological developments will continue to give rise to changing literate practices around texts and communication, requiring a rethinking of classroom practices that are employed in the teaching of literacy. Therefore, the role of talk, together with traditional lesson structures, is examined and the concept of dialogic talk is introduced as a way of moving towards an effective pedagogy for the teaching and learning of multiliteracies and multimodality.

The book also demonstrates that children?s literature can provide a bridge between old and new literacies and be an effective vehicle for introducing the five semiotic systems to all age groups. Comprehensive and accessible, this book addresses the issue of translating complex theories, research and concepts into effective practice, by providing the reader with four avenues for reflecting upon and implementing the ideas it contains:

• Reflection Strategies that enable the reader to gauge their understanding of key concepts;
• Theory into Practice tasks that enable the trialling of specific theoretical concepts in the classroom;
• Auditing instruments provide specific tasks related to assessment of student performance and evaluation of teacher pedagogy;
• QR codes immediately link the reader to multimodal texts and further references that illustrate and enhance the concepts being developed.

List of figures, tables & QR Codes

Preface

Chapter 1. The Rise of Multiliteracies: Global trends and practices that change literacy.

Chapter 2. Being Multiliterate: A repertoire of practices

Chapter 3. Communicating through Multimodal Texts and Semiotic Systems

Chapter 4. Teaching and learning multiliteracies: Examining classroom pedagogy and practices through a focus on teacher talk and dialogic talk

Chapter 5. Exploring Literature: Engaging with multimodal texts and new literacies

Chapter 6. Assessment and evaluation of pedagogy, practice and planning in the multiliterate and multimodal classroom

Bibliography

Dr Michèle Anstey is co-director of ABC: Anstey and Bull Consultants in Education and formerly an Associate Professor at the University of Southern Queensland, Toowoomba, and a teacher in Victoria, NSW and Queensland. She provides professional development in literacy, children’s literature and pedagogy throughout Australia and New Zealand. She also conducts tendered research, commissioned writing, speaks at conferences, prepares professional development packages for trainers and advises on curriculum.

Dr Geoff Bull is co-director of ABC: Anstey and Bull Consultants in Education and formerly an Associate Professor at the University of Southern Queensland, Toowoomba. He provides professional development in literacy, children’s literature and pedagogy throughout Australia and New Zealand. He also conducts tendered research, commissioned writing, speaks at conferences, prepares professional development packages for trainers and advises on curriculum.