The imaginative and interactive modes of communication available for children today, above and beyond print, indicate a profound shift to the nature of reading education as a whole. This article reviews the theoretical landscape involved in multimodal education, and then examines the practices that make multimodal education feasible in the classroom. Using examples from a research project in which elementary school teachers designed and implemented literacy curricula that focused on multimodal reading and writing skills, we highlight the instructional dynamics that took place in these classrooms and outline the ways in which the teachers effectively oriented their students toward the kind of multimodal and sociocognitive work that is characteristic of a larger digital culture. In the end, the implications for reading instruction are framed in terms of a pedagogy of multiliteracies. تشير طرق المواصلات الخيالية والتعاونية المتوفرة للأولاد اليوم فوق المطبوعات ووراءها إلى التغير الجوهري في طبيعة تعليم القراءة ككل. لذا تراجع هذه المقالة التضاريس النظرية في التعليم ذي تعددية الطرق وثم تفحص الممارسات التي تسني التعليم ذا تعددية الطرق في غرفة الصف. وباستخدام أمثلة من مشروع بحثي فيه قد صمم مدرسو الابتدائية منهاجاً دراسياً مركزاً على مهارات تعددية الطرق في القراءة والكتابة نسلط الضوء على الديناميكيات التعليمية التي حدثت في غرف الصفوف هذه ونبين الطرق التي وجه فيها المعلمون طلابهم نحو نوع من العمل التعددي الطرق والاجتماع الذهني الذي يتمثل في الثقافة الرقمية الكبرى. وفي الختام يتم وضع أعقاب تعليم القراءة في إطار علم أصول التدريس من حيث تعددية المعارف. 今天可供孩子们使用的通信模式富创意性及互动性，远超越以往的打印模式，这表示阅读教育的性质在整体上有一个深远的转变。本文评论有关多模态教育的理论背景，并考查能使多模态教育在教室里成为可行的教学实践。在一项研究计划中，小学教师设计及实施以教授多模态读写技能为主的读写文化课程。作者使用该研究其中一些实例来凸显出这些教室里所产生的教学动力，并概述教师如何有效地指导学生以多模态及社会认知为目标的读写文化学习，而这些多模态及社会认知性读写文化工作正是一个更大的数位文化的特征。本文最后以多元媒体读写文化教学法的理论框架说明这项研究结果对阅读教学所带来的启示。 Les modalités de communication imaginatives et interactives dont disposent aujourd'hui les enfants, concernant l'écrit et au‐delà de celui‐ci, indiquent un profond changement de la nature de l'enseignement de la lecture dans son ensemble. Cet article fait un tour d'horizon du paysage théorique qu'inclut la pédagogie plurimodale, puis examine les pratiques qui rendent possible une pédagogie plurimodale dans la classe. En prenant des exemples dans un projet de recherche dans lequel les professeurs des écoles élémentaires préparent et réalisent des programmes de littératie centrés sur des compétences en lecture et écriture plurimodales, nous mettons en lumière la dynamique pédagogique qui se produit dans ces classes et mettons en évidence les modalités selon lesquelles les professeurs orientent véritablement les élèves vers le genre de travail plurimodal et sociocognitif qui caractérise une culture numérique plus large. On définit pour finir un cadre des implications pour un enseignement de la lecture en termes de pédagogie de multilittératie. Дети сегодня получают и передают информацию различными способами – не только посредством печатной или письменной речи, но также образно и интерактивно. Поэтому подходы к ...

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In this paper, we analyse interactions between secondary students and pre-service teachers in an online environment in order to understand how their meaning-making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely 'inside the head'. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students' and pre-service teachers' online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind.

This article investigates the ways in which alphabetic print concepts govern a sense of natural and appropriate early reading development, and juxtaposes the concepts found in early literacy curriculum and assessment with hypertextual elements found in new forms of texts written for children. Using a theoretical approach that combines poststructural theories of power and knowledge with sociocultural theories of literacy, the analysis challenges traditional alphabetic print literacy as a political and historical sign of the times, and reframes educational reasoning about ‘appropriate’ early reading instruction in terms of new technologies, changing texts, and sociocultural forms of literacies.

In an age of restrictive standards and accountability measures, teachers often find themselves in a position where they have to struggle to keep play with language and literature as a focus of their early literacy instruction, as 'scientifically based' reading programs, phonics, or scripted instruction take center stage. In order to counter this trend, this article offers a 'multidynamic' theory for early literacy instruction that combines researched foundations of early reading success with sociocultural theories of language and literacy. Combining these two fields of thought creates a theoretical stance where reading skills and methods cannot stand on their own, but instead must be dynamically reinvented to fit specific sociocultural contexts. The study analyzes the texts of 'scientifically based' reading programs as compared to examples of children's literature as a way to explore three basic tenets of a multidynamic literacy theory: (1) that literacy is multifaceted; (2) that literacy is socially constructed; and (3) that literacy skills must be relevant within the lived worlds of children. The analysis overall (re)situates talk, play, and the instructional use of children's literature as essential components of early literacy programming. More importantly, a multidynamic literacy theory offers teachers the pedagogical basis to insist upon a great deal of flexibility and judgment in choosing the best materials and approaches to meet their students' early literacy needs as well as their sociocultural contexts for learning.