A Multiliteracies pedagogy: A pedagogical supplement

Mary Kalantzis; Bill Cope

doi:10.4324/9780203979402-22

A Multiliteracies pedagogy: A pedagogical supplement

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Four elements are proposed in the ‘pedagogy of Multiliteracies’ schema: Situated Practice, Overt Instruction, Critical Framing and Transformed Practice. These are not intended to be a rigid learning sequence. Nor are they intended to displace existing practices of literacy teaching, or to imply that what teachers have already been doing is somehow wrong or ill-conceived. Rather, they aim to provide ideas and angles with which to supplement what teachers do.

Original language	English (US)
Title of host publication	Multiliteracies
Subtitle of host publication	Literacy Learning and the Design of Social Futures
Editors	Bill Cope, Mary Kalantzis
Publisher	Routledge
Pages	237-246
Number of pages	10
ISBN (Electronic)	9781134611843
ISBN (Print)	0203979400, 9780415214216
DOIs	https://doi.org/10.4324/9780203979402-22
State	Published - Nov 18 1999
Externally published	Yes

ASJC Scopus subject areas

General Arts and Humanities
General Social Sciences

Online availability

10.4324/9780203979402-22

Library availability

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A Multiliteracies pedagogy: A pedagogical supplement

Abstract

ASJC Scopus subject areas

Online availability

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Multiliteracies: Literacy Learning and the Design of Social Futures

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