The “What”

The term “multiliteracies” relates to two important aspects of modern communication. First, it draws into question the differentiation of meaning that arises from varying social, cultural, and domain-specific contexts. In other words, effective communication requires that teachers and learners recognize and appreciate the differences in understanding from one environment to another - understanding that learning cannot be one-size-fits-all. Second, it requires a consideration of multimodal communication technology, whereby written communication is enhanced by visual information, sounds, body language, and other spatial patterns and mechanisms of understanding (Kalantzis & Cope, n.d.).

The “Why”

Encompassing multiple literacies in pedagogy is an important activity for modern educators and learners for several reasons. We exist in a world that is more connected than ever, with social, cultural, and physical boundaries dissolving more and more. We also exist in symbiosis with technology that is become increasingly personal and adaptive. To be successful in this world students must understand and embrace diversity, engage in civic pluralism, and move away from a didactic, universal form of learning and productivity. Below is an excellent video that summarizes the “why” component of multiliteracies as a pedagogical framework and delves into some of the “how.”

https://www.youtube.com/watch?v=LeaAHv4UTI8&feature=youtu.be

(Welsh, 2010)

The “How”

The concept of multiliteracies in practice involves facilitating four primary tasks. These are experiencing, conceptualizing, analyzing, and applying content. Consider an example of a multiliteracies pedagogy in practice called the “Teachers at the Louvre” program - a collaborative course offered in partnership between a public American University and the Louvre Museum in France. In this two-week intensive program, foreign language teachers are immersed in the collections and discourses of the French Art Museum within the context of three themed units. Participants begin by experiencing the expert-guided walking tour of the Louvre. They conceptualize the purpose and protocols of the museum through background and content readings and aesthetic experiences inside and outside the museum. They analyze content in a variety of media through discussion, writing, reflection, and independent research during which they are encouraged to embody a variety of roles. These roles include museum visitors, teachers, experts, and tour directors. The program culminates with a student-led museum tour that articulates all of the aesthetic, experiential, analytical, and practical goals (Lee, 2018). While this type of immersive experience may be impractical for most classroom learning, similar impacts can be created by leveraging modern technologies within a multimodal framework. For example, through virtual field trips and role-play, a similar project to the one discussed above can be employed in any content area. In Chemistry or Physics, a teacher can facilitate a virtual field trip to the Large Hadron Collider, create interactive videos of TED talks related to CERN using programs like EdPuzzle, and create collaborative, multimodal projects whose aims include positioning learners as tour guides, physicists, or media reporters. Here’s an example of a resource that could be used for such a project.

References:

Kalantzis, M., & Cope, W. (n.d.). Multiliteracies. Retrieved from https://newlearningonline.com/multiliteracies

Lee, C. J. L. P. (2018). Multiliteracies in Action at the Art Museum. L2 Journal, 10(2). doi: 10.5070/l210235237

Welsh, Michael. (2010, October 12). Michael Welsh: From Knowledgeable to Knowledge-Able [Video File]. Retrieved from https://youtu.be/LeaAHv4UTI8