Academic journal article Literacy Learning: The Middle Years

A Multiliteracies Approach to Pedagogy

Academic journal article Literacy Learning: The Middle Years

A Multiliteracies Approach to Pedagogy

Article excerpt

The following unit of work (we call it a learning element) has been designed using the Learning by Design framework. Teachers in the Lanyon Cluster of Schools (K-10) in the ACT have been using this framework as our model of curriculum planning in all subject areas since 2004. We use this particular framework because it engages and challenges all students in their learning, provides explicit teaching, makes learning relevant and ensures learner transformation. In planning and documenting our learning elements we use a shared language to discuss pedagogy, particularly in relation to addressing diversity. Zoo represents one of a series of learning elements designed using picture books as multimodal texts. It focuses on aspects of visual literacy as well as linguistic literacy (see www.l-byd.com).

Multiliteracies

Since the New London Group identified pedagogy, diversity and multimodality as the three key aspects of Multiliteracies theory in 1996, many educators, internationally and nationally, have been using the Multiliteracies curriculum orientations of situated practice, overt instruction, critical framing and transformed practice. Mary Kalantzis and Bill Cope (2005), who were members of the New London Group, used the Multiliteracies curriculum orientations as a basis for the Learning by Design framework. In this framework Kalantzis and Cope define pedagogy as 'learning by design' or 'knowledge processes selected and deployed by the teacher'. They describe these knowledge processes as experiencing, conceptualising, analysing and applying.

The Knowledge Processes

* Experiencing the Known draws on learner experience and prior knowledge and builds upon personal knowledge and evidence from learners' everyday lives. …

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