A Multiliteracies pedagogy: A pedagogical supplement

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationMultiliteracies
Subtitle of host publicationLiteracy Learning and the Design of Social Futures
EditorsBill Cope, Mary Kalantzis
PublisherTaylor and Francis
Pages237-246
Number of pages10
ISBN (Electronic)9781134611843
ISBN (Print)0203979400, 9780415214216
DOIs
StatePublished - Nov 18 1999
Externally publishedYes

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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  • Research Output

  • Cite this

    Kalantzis, M., & Cope, B. (1999). A Multiliteracies pedagogy: A pedagogical supplement. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 237-246). Taylor and Francis. https://doi.org/10.4324/9780203979402-22