A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends

Abstract

This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.

Sociology teaching materials development based on the inside out circle model to espouse learners’ multiliteracies

“…So, the researchers found a gap in this research, namely the study of multiliteracy learning in terms of media literacy in the form of printed and online in sociology textbooks as teaching material for private senior high school in Makassar, Indonesia. This is in line with what was recommended by previous researchers that the educational methods in the developing digital classroom are strengthened through recommendations for future multiliteracies research (Hong & Hua, 2020).…”

“…In a world characterised by social diversity and multimodal communication, a new fundamental multiliteracy of the learning literacy way is emerging (Early et al, 2015;Hong & Hua, 2020;Thibaut & Curwood, 2018). This is in line with the opinion states that multiliteracy learning is multimodal in the various forms and formats of literacy that exist in real life, which are used as models for generating, forming, enriching and distributing skills and knowledge, hence the multiliteracy learning model can include textual models and digital models (Lim, 2021).…”

“…Learning is focused as intellectual tools and techniques that enable students to access, process, communicate important information and ideas to foster and enrich abilities. Literacy has emerged in recent years as an important concept in the teaching and learning process in the classroom (Hong & Hua, 2020).…”

Integrating 21st-century skills in English material development: What do college students really need?

“…Multi-literacy is a fundamental requirement for college students since it simultaneously affects their preparation as professional and competent workforce candidates and enables them to interact with people from diverse backgrounds in a larger area. Multi-literacy is a practical path for college students to address today's global challenges (Hong & Hua, 2020;Kohnen & Adams, 2019;Nabhan, 2019). They claim that multi-literacy is a crucial integrative skill.…”

diseño de microdocumentales sobre patrimonio como práctica transformadora docente

“…El concepto de lo que es una persona alfabetizada en la sociedad contemporánea (Kress, 2010) se ha transformado y va más allá de las formas tradicionales de lectura y escritura. Hoy en día, hablamos de alfabetizaciones múltiples (multiliteracies), entendidas como una formación continua que abarca la diversidad de la comunicación y de la representación del significado en el ámbito personal, comunitario, laboral y de ciudadanía e identidad (Hong y Hua, 2020;Zhang et al, 2019). Esta diversidad viene determinada por una sociedad conectada que exige competencias mediáticas, digitales, multimodales, funcionales y críticas asociadas a valores éticos (Tyner y Gutiérrez, 2012).…”