As English and PE teachers, our group is aware that literacy is more than just the written or spoken word. This task reinforced our views, by encouraging us to create lessons which reflect the changing world, and step outside of the traditional teaching methods such as essay writing and note-taking. These methods are outdated, and we must cater for the changing learning needs of students, based on approach which includes Multiliteracies. Multiliteracies can be defined as modes of representation much broader than language alone, but which differ, depending on culture and context, and have specific cognitive cultural and social effects. For example, the video clip which defines identity, and is presented in the digital artefact may be more beneficial to an indigenous student, who is a kinaesthetic learner. Multiliteracies create a different kind of pedagogy, one in which language and other modes of meaning are representational resources, constantly being remade by users, to achieve various cultural uses. (Cazden, Cope, Fairclough, Norman, 1996)
Multilitercies must also co-exist with pedagogical techniques that utilize technologies in constructive ways to teach content (Technological Pedagogical Content Knowledge)(Parkes, 2011), if students are to understand new concepts via the use of technology. Without these two concepts students are missing out on vital deeper understanding of concepts, and therefore significance in the knowledge we are trying to present in the classroom. When technology is combined with pedagogy and content knowledge, learning experiences are greatly enriched.
References:
Cazden. C, Cope. B, Fairclough.N, Gee. Jim (1996) A pedagogy of multiliteracies: Designing social futures, Harvard Educational Review; Spring 1996; 66, 1; Academic Research Library pg. 60
Parkes. R (2011) Technological Pedagogical Content Knowledge , EDUC1751 Lecture, University of Newcastle, Callaghan.
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