EDUC 3610 Chapter --: Sept 16 - Multimodality & Multiliteracies
29 Nov 2016
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Document Summary
A key aspect of this is the reconfiguration of the representational and communicational resources of image, action, sound, and so on in new multimodal ensembles. It is not possible to think about literacy solely as a linguistic accomplishment and that the time for the habitual con junction of language, print literacy, and learning is over. The ways in which something is represented shape both what is to be learned, that is, the curriculum content, and how it is to be learned. To better understand learning and teaching in the multimodal environment of the contemporary classroom, it is essential to explore the ways in which representations in all modes feature in the classroom. The dominant view of literacy as a universal, autonomous, and monolithic entity is at best dated and in need of reconsideration. Global media has a fundamental role in very young children"s identity formation and construction of them selves as literate.
