Multiliteracies and the new world order

Baguley, Margaret and Pullen, Darren L. and Short, Megan (2010) Multiliteracies and the new world order. In: Multiliteracies and technology enhanced education: social practice and the global classroom. Information Science Reference (IGI Global), Hershey, PA, United States, pp. 1-17. ISBN 978-1-60566-673-0; eISBN 978-1-60566-674-7

Abstract

Due to the importance of literacy as a key component in many education programs it appears that more than any other curriculum area; its history has been marked by continual change in terms of theoretical positioning, shifts in definition and pedagogical practice. Whilst change is often viewed as a positive occurrence, recently teachers of literacy have experienced a rapid period of change in both their practice and the theoretical and research based beliefs that underpin it. This chapter will provide a brief overview of some of the ways in which literacy pedagogy has encompassed a diverse range of forms of communication and meaning making commonly referred to as ‘multiliteracies’.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Chapter 1. Permanent restricted access to paper due to publisher copyright restrictions. See the Website location above for details. Print copies held in the USQ Library at call no. 302.2244 Mul.
Depositing User: Dr Margaret Baguley
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 02 Aug 2010 05:44
Last Modified: 02 Jul 2013 23:41
Uncontrolled Keywords: multiliteracies; education; literacy; technology; leadership; pedagogy
Fields of Research (FOR2008): 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
20 Language, Communication and Culture > 2001 Communication and Media Studies > 200105 Organisational, Interpersonal and Intercultural Communication
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/7011

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