EDX3270 Assignment 1, Semester

2, 2012
Created by Kaylene Orton
Student Number: U1006054

Theme

Annotation 1
Anstey, M., & Bull, G. (2006).Teaching and learning
multiliteracies: Changing times changing literacies(pp. 56-81).
Newark, DE: International Reading Association.

According to Anstey and Bull, teachers need to support a multiliteracies

curriculum to help students explore, engage and develop their literacy
skills. This chapter provides teachers with different guidelines and
frameworks to help them evaluate if their pedagogy is providing their
students with a dynamic teaching approach. This chapter also explores
the importance of incorporating the Four Resources Model and
Productive Pedagogies in the classroom. These two elements allow
students to use both lower order and higher order thinking skills which
are required to understand multiliteracies. By incorporating these
elements teachers provide their students with a dynamic pedagogy. A
dynamic pedagogy allows students to gain a greater understanding of
the different literacies they are exposed to in todays society.

Annotation 2
Cope, B., & Kalantzis, M. (2009). Multiliteracies: New Literacies,
New Learning, Pedagogies: An International Journal,4(3), 164-195.
Doi: 10.1080115544800903076044

Cope and Kalantzis (2009) refer to The New London Groups (1996) original
theories of multiliteracies pedagogy. They believe the findings of The New
London Group (1996) has important elements in literacy teaching such as
situated practice, overt instruction, critical framing and transformed practice,
however whilst these elements have been very successful and played an
important part in literacy teaching and learning, society is changing. Due to
these changes Cope and Kalantzis (2009) have expanded The New London
Groups (1996) multiliteracies pedagogy to include four knowledge
processes which include, experiencing, conceptualizing, analyzing and
applying. These new and emerging literacies have made it imperative to
adapt our pedagogical framework to reflect these changes and to ensure
students are being taught literacy effectively to guarantee they are literate
participants in todays world.

Annotation 3
Healy, A. (2006). Multiliteracies: Teachers and students at work in
new ways with literacies. In R. Campbell & D. Green (Eds.),
Literacies and learners: Current Perspectives (pp. 191-207).
Frenchs Forest: Pearson Education Australia.

Healy (2006) believes that print literacy has not become unimportant or
redundant in todays society as it is still an essential medium for
learning. Students need to read and write, however, its exclusive basis
of literacy has diminished due to the emerging range of technologies in
literacy. Healy (2006), therefore believes that contemporary language
in literacy education must base its practices on texts from a range of
technologies, involving different media (P. 192).To do this, teachers
need to change their pedagogical ways to expose their students to a
variety of learning texts and understand that students do not only learn
from written texts. This will allow students to maintain a literacy
understanding in todays increasing technological society.

Annotation 4
Henderson, R. (2004). Recognising difference: One of the challenges
of using a multiliteracies approach?Practically Primary,9(2), 1114. Retrieved from
http://search.informit.com.au.ezproxy.usq.edu.au/fullText;dn=1362
68;res=AEIPT

Henderson (2004) refers to The New London Group (1996) multiliteracies pedagogy
which focuses on the magnitude of teachers engaging with their students and the
importance of understanding each students cultural and linguistic diversity. These
characteristics should be taken into account in our teaching pedagogy to ensure all
students receive the required help to achieve in their literacy learning. Henderson
(2004) refers to the alens analogy which is how teachers may use different lenses
to see their students. This analogy describes how teachers may vision a childs
learning and how teachers may overlook the actual problems involved in a students
learning. By combining the alens analogy and The New London Groups (1996)
multiliteracies approach, teachers are able to observe their students and
appropriately consider what is required to support them in literacy learning to
achieve greater outcomes.

Annotation 5
Stewart-Dore, N. (2003). Strategies for practising multiliteracies.
In G. Bull, & M. Anstey (Eds.),The literacy lexicon(2nd ed., pp.
161-180). Frenchs Forest, NSW: Prentice Hall.
In this chapter Stewart-Dore (2003) distinguishes the difference
between both teaching and learning literacy strategies. Although
Stewart-Dores (2003) main focus in this chapter is on the different
strategies required to teach using a multiliteracies framework, he still
discusses strategies that also assist in learning such as ERICA and
Spheres of learning. Stewart-Dore (2003) believes these strategies
become good literacy tools and resources for students learning of
different text types and assist in both teaching and learning
multiliteracies. The chapter provides a list of questions for teachers to
evaluate their chosen teaching strategies as he emphasises that
teachers require some guidelines to ensure their teaching strategies are
appropriate to literacy education.

Annotation 6
The New London Group (1996). A pedagogy of multiliteracies:
Designing social futures. Harvard Educational
Review,66(1), 60-92.
The New London Group (1996) explored the theoretical overview
between the changes that students and teachers are facing in their
social environment and a new approach to teaching which they
refer to as multiliteracies.
A multiliteracies approach consists of four pedagogical aspects,
Situation Practice, Overt Instruction, Critical Framing and
Transformed practice. By implementing these four components into
literacy education, The New London Group (1996), believes that if
students are taught using a multiliteracies approach they will have
the skills they require to be successful in social environments
including employment opportunities in our fast paced globalised
world. The authors agreed that as our society is fast becoming
culturally and linguistically diverse and increasingly globalised,
literacy pedagogy is changing rapidly and teachers need to
understand the importance of changing their pedagogical ways to

Annotation 7
Cloonan, A. (2008). Multimodality pedagogies: A multiliteracies
approach. International journal of learning,15(9), 159-168. Retrieved
from http://dro.deakin.edu.au/view/DU:30017615

This article was based on a case study conducted on four early year teachers
to help them learn and understand how to influence their classroom using a
multiliteracies pedagogical approach. The case study consisted of several
stages using a multimodal schema. The multimodal schema was developed
based on several studies conducted from The New London Group (1996) and
Cope and Kalantzis (2009). Throughout the case study teachers introduced
multimodality teaching into their pedagogical framework which allowed
Cloonan to collect and analyse data. From the data collected, Cloonan
concluded that a teachers mode of instruction is affected by integrating a
multimodal schema into the classroom as they are required to expand from a
print focused literacy to incorporating multiple modes of meaning which in fact
helps them to adapt to the fast paced technological society that surrounds us.

Annotation 8
Kervin, L & Mantei, J. (2010). Incorporating technology within classroom
literacy experiences. Journal of Literacy and Technology, 11(3), 77-100.
Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1352&context=edupapers

This article reflects on a project where teachers integrated computer based

technologies into their daily literacy pedagogy. The project went for one year and in
this time teachers implemented a number of different structures to their teaching
framework taking into consideration equitable access to technology providing support
in both teaching and learning experiences. Data was collected and examined in
numerous ways such as video, still images, interviews and classroom observations.
Throughout the year all teachers were working within the whole school vision of how
technology supports classroom literacy learning. The project determined the
significance of implementing ICT into school classrooms. With this in mind, teachers
need to understand the importance of meeting the needs of each students literacy
requirements and acknowledge that teaching of technology should not just be
considered as an add-on to the curriculum, it needs to be incorporated into literacy
practice.

Annotation 9
Wing Jan, L. (2009). Literacy and language. InWrite ways:
Modelling writing forms(3rd ed., pp. 3-16). South Melbourne,
VIC: Oxford University Press.

In this chapter Wing Jan (2009) defines and explores different elements
of literacy. Wing Jan explains how literacy requires an understanding of
different text types and that certain text types are chosen depending on
the different purposes and audiences they are written for. To be
successful in literacy learning, people need to have a range of skills,
knowledge and different strategies to incorporate different texts. This
chapter explores and explains multiliteracies, Luke and Freebodys Four
Resources Model and specific text structures which assist students in
their literacy learning. Wing Jan (2009) believes to teach literacy
effectively, it is essential for teachers to plan, organise and deliver
classroom programs and pedagogy and to foster an environment that
supports early language learning and facilitate literacy learning.

Annotation 10
Tan, J. P. & McWilliam, E. (2009). From literacy to multiliteracies:
diverse learners and pedagogical practice. Pedagogies: An
International Journal 4, 213-225. Doi 10.1080/15544800903076119
This article looks at the implementation of multiliteracies in two distinctly
different schools. All teachers agreed that a multiliteracy approach was
required in order to effectively prepare students for living in the 21 st century.
Research showed students in the first school were likely to revert to safe
learning opportunities rather than looking for innovative ways to extend their
skills and capacities due to the teachers fear of failure and understanding of
new digital texts. This therefore did not extend the students pedagogical
practices as the technology was seen as an add-on. In the second school,
teachers believed it was more important to have the necessary alphabetic
literacy skills before progressing to a multiliteracies pedagogy. It was
concluded that more research needed to be conducted before a decision can
be made on the usefulness of a purely multiliteracies approach and how this
fits with the teaching of literacy skills.

Synthesis
The readings selected were chosen to complete a reflection on the importance of
incorporating a multiliteracies approach into our 21 st century classrooms. It was evident
in the chosen articles that to effectively support students in our globalised world,
teachers need to implement a multiliteracies pedagogy. It is necessary for teachers to
acknowledge that teaching reading and writing is no longer enough in literacy learning
as the changes we are experiencing call for new literacies to be taught (Riddle, 2012).
This was also supported by Healy (2006). Over time, the concept of the multiliteracies
approach has been developed to incorporate changes that are required for teachers to
advance their pedagogy practices and to develop citizens of the 21 st century.
As technology is becoming the norm in our society, teachers are required to assist their
students in connecting their literacy learning into everyday practices both inside and
outside of school. In the 21 st Century it is vital that teachers understand the importance
of integrating information and communication technologies (ICTs) into their pedagogical
framework. As stated by Kervin & Mantei (2010) ICT should not be an add-on to the
curriculum (Durrant & Green, 2000), but an integral part of a broader learning goal (P.
79 Para. 3).

Synthesis CONTINUED
In 1996 The New London group was formed to discuss how globalization, technology and
increasing cultural and social diversity issues were affecting literacy pedagogy and what
could be created to effectively teach the right literacy skills students needed. The New
London Group (1996) believed that if students were taught using a multiliteracies pedagogy
and their teachers were able to scaffold their students learning it would provide them with
the skills that they required to be successful in their social environment. Cope and Kalantzis
(2009) revisited the multiliteracies pedagogy framework and enhanced the work of The New
London Group (1996) by developing the Learning by Design model. This model provides
teachers with the pedagogical framework and resources that they require to design,
document and explicitly teach their lessons allowing their students to gain further skills,
knowledge and understanding of what is required to succeed in todays globalised world.
As society is developing culturally and linguistically, teachers need to consider this when
planning lessons. Majority of the authors draw attention to teachers needing to gain an
understanding of each students cultural and linguistic diversity. Teachers need to
incorporate a multiliteracies pedagogy that will assist all students with their literacy learning
no matter their ethnicity or needs. Teachers need to carefully consider what each student
requires to be successful in literacy learning.

Synthesis CONTINUED
In conclusion, it is vital that all teachers, in all subject areas, shift their
pedagogical ways from teaching literacy that is fast becoming outdated and
they therefore need to include a multiliteracies approach. Teachers need to
acknowledge that literacy is integral to all areas of learning, not just English
and it is essential teachers and their schools have the knowledge, skills,
leadership and support to make a quantum leap in the quality of literacy
teaching (Department of Education and the Arts, 2006, p. 2). If teachers are
able to develop a strong multiliteracies approach and incorporate both Cope
& Kalantzis (2009) four knowledge processes and Anstey and Bull (2006)
four resources model, it will allow teachers to adjust their pedagogical
framework to cater for strong 21st century literacies learning. Adapting a
multiliteracies pedagogical framework will enable students to gain the skills
they require to succeed successfully in an environment outside of school.

SELF REFLECTION ON ICT LEARNING

Initially the ICT component of this assignment concerned me as I would not call myself a
tech savvy person. After considering different options I chose to create a power point
presentation.

Prior to completing my power point presentation I created my assignment in a word doc.

Once this was complete I began with a blank document in power point and used the shortcut
of copy and paste from my word doc into my power point presentation. Once I was happy
with the layout of the text on the slides I wanted to get a little creative with how my
presentation looked. I found that there were several set designs that I could use but wanted
to explore my options for creativity further. I found that I was able to change the colour of
the set designs and that I could also change the effect of each text box. To keep my
presentation looking effective I decided not to make too many different backgrounds or use
too many colours. One I had completed this, I was much happier with the presentation as I
had added my own personal touches. As I was required to upload my assignment to the
internet to create a hyperlink, I explored my options and decided to use slide share.

After finalizing my multimodal text, I am happy with what I have achieved overall. I believe I
have gained a greater understanding of the ICT component I chose to use. I would feel very
comfortable integrating the use of power point presentations into my context of learning and
believe it would be a simple ICT program students would be able to learn how to use.

references
Anstey, M., & Bull, G. (2006).Teaching and learning multiliteracies: changing times changing
literacies(pp. 56-81). Newark, DE: International Reading Association.
Cloonan, A. (2008). Multimodality pedagogies: A multiliteracies approach. International journal
of learning,15(9), 159-168. Retrieved from http://dro.deakin.edu.au/view/DU:30017615
Cope, B., & Kalantzis, M. (2009). Multiliteracies: New Literacies, New Learning, Pedagogies:
An International Journal,4(3), 164-195. Doi: 10.1080115544800903076044
Department of Education and the Arts (2006). Literacy: the key to learning: framework for
action 2006-2008. Retrieved August 10, 2012 from
http://education.qld.gov.au/publication/production/reports/pdfs/literacy-framework-06.pdf
Healy, A. (2006). Multiliteracies: Teachers and students at work in new ways with literacies. In
R. Campbell & D. Green (Eds.), Literacies and learners: Current Perspectives (pp. 191-207).
Frenchs Forest: Pearson Education Australia.
Henderson, R. (2004). Recognising difference: One of the challenges of using a multiliteracies
approach?Practically Primary,9(2), 11-14. Retrieved from
http://search.informit.com.au.ezproxy.usq.edu.au/fullText;dn=136268;res=AEIPT

References continued
Kervin, L & Mantei, J. (2010). Incorporating technology within classroom literacy experiences. Journal of
Literacy and Technology, 11(3), 77-100. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1352&context=edupapers

Riddle, S. (2012). EDX3270 Literacies Education: Topic 1 Lectures. Toowoomba: University of

Southern Queensland.
Stewart-Dore, N. (2003). Strategies for practising multiliteracies. In G. Bull, & M. Anstey (Eds.),The
literacy lexicon(2nd ed., pp. 161-180). Frenchs Forest, NSW: Prentice
Tan, J. P. & McWilliam, E. (2009). From literacy to multiliteracies: diverse learners and pedagogical
practice. Pedagogies: An International Journal 4, 213-225. Doi 10.1080/15544800903076119
The New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard
Educational Review,66(1), 60-92. Retrieved from
http://ejournals.ebsco.com.ezproxy.usq.edu.au/direct.asp?ArticleID=4A1C82FD3FDB21B5590E
Wing Jan, L. (2009). Literacy and language. InWrite ways: Modelling writing forms(3rd ed., pp. 3-16).
South Melbourne, VIC: Oxford University Press.

References continued
Multiliteracies [Image]. (2012). Retrieved from http://www.wordle.net/create
Multiliteracies [Image]. (2012). Retrieved from http://www.google.com.au/imgres?
q=multiliteracies&hl=en&sa=X&biw=1366&bih=644&tbm=isch&prmd=imvnsb&tbni
d=qliepT6wn8CUjM:&imgrefurl=http://multiliteraciesforteachers.wordpress.com/what
-aremultiliteracies/&docid=kayG7DfViNWpQM&imgurl=http://multiliteraciesforteachers.fil
es.wordpress.com/2010/02/slide1.jpg%253Fw%253D300%2526h
%253D225&w=300&h=225&ei=jqslUITNMsi3iQen-4GAAg&zoom=1