Using a multiliteracies approach to foster critical and creative pedagogies for adult learners

Abstract

Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educators to consider, particularly given the increasing need to attend to learning issues pertaining to globalization, diversity, and the impact of new technologies. Data from the interviews are combined with an analysis of the literature to explore the benefits offered by a multiliteracies approach by considering four main areas: lifelong learning and multimodalities; opportunities for engagement for English as Additional Language learners; new digital technologies and multiliteracies; and multiliteracies’ emphasis on social justice. The article concludes with a consideration of the potential for multiliteracies to inform educators working in a range of adult learning contexts.

The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

“…For the information literacy and ICT of students to develop, it is necessary to integrate ICT in the lecture process (Subekti et al, 2018;Widiana et al, 2017). Learning must be designed with multiliteracy pedagogical planning and have various competencies including mastering ICT well for access to information, communication, delivering information to the public, having good critical thinking skills, being able to turn problems into opportunities, having good problem-solving skills (Holloway & Gouthro, 2020). One of the goals of Indonesian education is to develop the potential of forming creative students (Wahyudi et al, 2018).…”

Composing meaning through multiliteracies and multimodality with adolescent and adult learners

“…Empirical research in the field of multiliteracies continues to evolve, but there is a general consensus amongst researchers that multimodality has been underrated in thinking through effective teaching and learning (Burgess & Rowsell, 2020;Holloway & Gouthro, 2020;Stagg Peterson & Robinson, 2020). Multimodal pedagogy broadens our understanding of what counts as literacy.…”

Portraits of elementary schools in practicing integrated multiliteracy in learning: A phenomenological study

“…Mastering them is very important so that modern communication needs become more complex. The combination of these shared abilities is called 21stcentury literacy or multiliteracy (Holloway & Gouthro, 2020). Based on this description, the possibility of teachers' understanding of literacy as a whole is still lacking.…”