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Multimodality pedagogies : a multiliteracies approach

Cloonan, Anne 2008, Multimodality pedagogies : a multiliteracies approach, International journal of learning, vol. 15, no. 9, pp. 159-168.

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Title Multimodality pedagogies : a multiliteracies approach
Author(s) Cloonan, Anne
Journal name International journal of learning
Volume number 15
Issue number 9
Start page 159
End page 168
Publisher Common Ground
Place of publication Altona, Vic.
Publication date 2008
ISSN 1447-9494
1447-9540
Keyword(s) digitised environment
literacy pedagogy
multiliteracies
multimodality
networked communications
participatory action research
Summary This paper draws on outcomes of a case study which explored changes in teachers' literacy pedagogies as a result of their participation in a purpose-driven teacher professional learning project. The teachers sought to develop classroom responses which were cognisant of multimodal shifts resulting from an increasingly digitised, networked communications environment. Recognising the powerful influence of the teacher on student outcomes, the study sought to investigate teacher learning as a means for influencing print-based literacy pedagogies to incorporate multimodality literacy practices. Four teachers engaged in participatory action research, researching their literacy pedagogies in light of the New London Group's multiliteracies theory (1996; 2000). Schemas derived from multiliteracies theory acted as stimuli for expanding teachers' multimodality pedagogies, consequently addressing disjunctures between multimodal and print-based literacies. Patterns in teachers' pedagogical choices are illustrated through the analytical use of the 'multimodal schema'.
Notes Reproduced with kind permission of the copyright owner. Readers must contact Common Ground publishing for permission to reproduce this article.
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2008
Copyright notice ©2008, Common Ground, Anne Cloonan
Persistent URL http://hdl.handle.net/10536/DRO/DU:30017615

Document type: Journal Article
Collections: School of Education
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