Multiliteracies is a pedagogical framework introduced by the New London Group, ten literacy scholars, including Mary Kalantzis, James Paul Gee and Gunther Kress, who met in New London, New Hampshire in 1994 and published their manifesto A Pedagogy of Multiliteracies: Designing Social Futures in 1996. The framework argues that literacy education focused solely on printed, standard-language text is no longer adequate in a world of increasingly diverse cultural and linguistic communities and increasingly multimodal, digital forms of communication combining text, image, sound and gesture, and it calls for teaching students to read, interpret and design meaning across this full range of modes and cultural contexts. Multiliteracies pedagogy proposes four interconnected components of instruction, situated practice, overt instruction, critical framing and transformed practice, and it has been particularly influential in literacy education research addressing linguistically diverse classrooms and digital and visual media.
Facts
Core ClaimFramework from the New London Group, ten literacy scholars including Mary Kalantzis, James Paul Gee and Gunther Kress, who met in 1994 and published A Pedagogy of Multiliteracies in 1996, calling for teaching meaning-making across multiple modes and cultural contexts. 2 Classification
Education Level FAQs
What does each of the four components of a multiliteracies pedagogy actually do in a classroom?
Situated practice, overt instruction, critical framing and transformed practice each do a different job, from connecting to students' experience to applying learning in a new context.
Each component has its own job. Situated practice connects classroom topics to real-world experiences and builds on students' personal experiences. Overt instruction helps students conceptualize new ideas, with scaffolding that gives those ideas focus. Critical framing analyzes the sociocultural contexts in which a concept, text or piece of literature was developed. Transformed practice draws on the first three to encourage reflection and to apply what was learned in a new context in order to reach a personal goal.
Sources
1. Multiliteracies (Wikipedia)
an approach to literacy theory and pedagogy coined in the mid-1990s by the New London GroupView the Source 2. Wikipedia
Wikimedia FoundationMultiliteracy, New London Group sectionQuote, Multiliteracy, New London Group section
The New London Group is a group of ten academics who met at New London, New Hampshire, in the United States in September 1994, to develop a new literacy pedagogy that would serve concerns facing educators as the existing literacy pedagogy did not meet the learning needs of students.
Multiliteracy (Wikipedia)
In Group: Equity, Cultural Relevance and Inclusion Approaches, LeadQuote, In Group: Equity, Cultural Relevance and Inclusion Approaches, Lead
Multiliteracy (plural: multiliteracies) is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group.
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