Recognising difference: one of the challenges of using a multiliteracies approach?

Henderson, Robyn (2004) Recognising difference: one of the challenges of using a multiliteracies approach? Practically Primary, 9 (2). pp. 11-14. ISSN 1324-5961

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Abstract

It’s not unusual for a multiliteracies approach to literacy teaching to be equated with the literacies associated with computers and other information communication technologies. Although literacy educators need to take account of these emerging technoliteracies, a multiliteracies approach should encompass much more than that. What can sometimes be forgotten are the diverse social, cultural and literate practices of homes and communities – the literacy backgrounds that seem to often play a determining role in whether children are successful or not in school settings.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Deposited with permission of publisher.
Depositing User: Dr Robyn Henderson
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 01:07
Last Modified: 11 Jun 2014 00:20
Uncontrolled Keywords: multiliteracies, literacy, literacy pedagogy, diversity, productive learning
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
URI: http://eprints.usq.edu.au/id/eprint/2486

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