The term multiliteracies refers to the different ways and/or channels in which people have the possibility to communicate nowadays, besides the way in which cultural, social and linguistic diversity is being increased due to the use of new technologies. According to Stevens (2005) multiliteracies creates a new kind of pedagogy where teachers (we) must explore new teaching practices (including technology) having in mind the cultural and linguistic diversity due to the globalized world. In that way, learners are involved in the multimodal ways to find knowledge (print, images, videos, combination of forms in digital contexts) thus, they are prepared for literacy challenges and they can display knowledge using the same tools in a complex way.
“Multiliteracies supplement traditional literacy pedagogy” (Stevens, 2005) it means that while traditional literacy was focused on the language, its rules and forms; multiliteracies allows learners to go beyond the language and thus it is possible to get broader cognitive, cultural and social effects. Multiliteracies involves the technology as an instrumental part for learning process, what means that teachers must become familiar with strategies and methodologies to apply a wide range of new technologies in order to enhance the learning environment.
On the other hand, multiliteracies challenges the teachers and learners to develop a variety of skills that allow them to be prepared for the 21st century which is influenced by advanced technological changes and requires that we implement (as teachers and learners) the work with multiple modalities of information and communication systems, those skills are related to the different kind of literacies that as teachers of the 21st century we have to involve in our practice, those literacies are:
1. Visual literacy: based on images, helps to develop learners’ critical and creative thinking (Bamford, 2003)
2. Media literacy: interactivity as strategy to the construction of meanings and use of media (technology) to develop technical abilities by experimenting (Daley, 2003)
3. Critical literacy: this is very important for learning because refers not only to the language but also to the worldviews and the social practices. Facing the world situation learners can find their own answers to develop competent skills to face the changing world (Lima, 2006).
Finally, it is important to mention that our responsibility as teachers is to create learning environments in which students can develop all the skills needed to be competent and creative people who are able to face the world with a critical point of view.
Now Please check This video... what do you think now?
References:
• Bamford, A. (2003). The visual Literacy White Paper. Adobe Systems. Retrieved from http://www.adobe.com/uk/education/pdf/adobe_visual_literacy_paper.pdf
• Daley, E. (2003). Expanding the concept of Literacy. Educause Review. . Retrieved from http://net. Educause.edu/it/library/pdf/erm0322.pdf
• Lima, C. (2006). A brief Introduction to Critical Literacy In English Language Education. British Council Brazil. Retrieved from http://www.criticallliteracy.org.uk/images/cleltbooklet.pdf
• The New Media Consortium (2005). A Global Imperative: The Report of the 21st Century Literacy Summit. Retrieved from http://www.nmc.org/pdf/Global_Imperative.pdf
• Stevens, V. (2006). Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development. TESL-EJ 10, 2.
“Multiliteracies supplement traditional literacy pedagogy” (Stevens, 2005) it means that while traditional literacy was focused on the language, its rules and forms; multiliteracies allows learners to go beyond the language and thus it is possible to get broader cognitive, cultural and social effects. Multiliteracies involves the technology as an instrumental part for learning process, what means that teachers must become familiar with strategies and methodologies to apply a wide range of new technologies in order to enhance the learning environment.
On the other hand, multiliteracies challenges the teachers and learners to develop a variety of skills that allow them to be prepared for the 21st century which is influenced by advanced technological changes and requires that we implement (as teachers and learners) the work with multiple modalities of information and communication systems, those skills are related to the different kind of literacies that as teachers of the 21st century we have to involve in our practice, those literacies are:
1. Visual literacy: based on images, helps to develop learners’ critical and creative thinking (Bamford, 2003)
2. Media literacy: interactivity as strategy to the construction of meanings and use of media (technology) to develop technical abilities by experimenting (Daley, 2003)
3. Critical literacy: this is very important for learning because refers not only to the language but also to the worldviews and the social practices. Facing the world situation learners can find their own answers to develop competent skills to face the changing world (Lima, 2006).
Finally, it is important to mention that our responsibility as teachers is to create learning environments in which students can develop all the skills needed to be competent and creative people who are able to face the world with a critical point of view.
Now Please check This video... what do you think now?
References:
• Bamford, A. (2003). The visual Literacy White Paper. Adobe Systems. Retrieved from http://www.adobe.com/uk/education/pdf/adobe_visual_literacy_paper.pdf
• Daley, E. (2003). Expanding the concept of Literacy. Educause Review. . Retrieved from http://net. Educause.edu/it/library/pdf/erm0322.pdf
• Lima, C. (2006). A brief Introduction to Critical Literacy In English Language Education. British Council Brazil. Retrieved from http://www.criticallliteracy.org.uk/images/cleltbooklet.pdf
• The New Media Consortium (2005). A Global Imperative: The Report of the 21st Century Literacy Summit. Retrieved from http://www.nmc.org/pdf/Global_Imperative.pdf
• Stevens, V. (2006). Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development. TESL-EJ 10, 2.
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