Multimodality Pedagogies: A Multiliteracies Approach

By Anne Cloonan.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

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’.

Keywords: Literacy Pedagogy, Digitised Environment, Networked Communications, Participatory Action Research, Multiliteracies, Multimodality

The International Journal of Learning, Volume 15, Issue 9, pp.159-168. Article: Print (Spiral Bound). Article: Electronic (PDF File; 580.319KB).

Dr. Anne Cloonan

Lecturer, Faculty of Arts and Education, Deakin University, Australia

Teacher, literacy policy and resource consultant, and now academic, Anne’s tertiary teaching and research reflect her interest teacher and student multilmodal learning.


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