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Premises of the multiliteracies framework.

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Premises of the multiliteracies framework.

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Multi-tenacity has two key elements: the variety of elements and means of communication and the diversity of cultural and linguistic integration.

Recent social and technological trends in our communications environment expand the scope and technical integration of multimodal communication.

The construction of meaning should be seen as a "design" process design" which is based on a series of resources: "linguistic", "visual", "sonorous", "gestural", "spatial" and "multimodal".

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Multimodality: is the integration of several ways of presenting a text: visual from the moment it is written, linguistic by having a language structure and sound by being able to be read with phonetics.

Intertextuality: are the relationships that are made between one text and another, the linking according to concepts and themes. The relationship that is made between the text, its origin and the history of its author to understand more clearly its reading intention.

Hybridity: the creation of new meanings through design. They are produced in the context, from the social, in the linguistic relations with others, from the experience and discourse combining and recombining terms.

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Text forms privileged by students but usually marginalized by teachers.

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Text forms privileged by students but usually marginalized by teachers.

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There is a form of text called fanfiction which is of great interest to students, especially young learners, who are better able to meet the objectives of multiliteracy if they work with their individual interests. But sometimes these are not taken into account by teachers. In a classroom, where the teacher starts from the experiences and ideas of each one (taking into account what catches their attention), and making use of all the digital part, so that it is good visually and aurally, the connection of multiliteracy and the texts that are worked during this one is better achieved because it is an adolescent practice.

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Integration of the multiliteracies framework with conventional literacy practices

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Integration of the multiliteracies framework with conventional literacy practices

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Integration of the multiliteracies framework is appropriate for a subject or for a learner, to track learner inputs and outputs, and to expand teachers' pedagogical repertoires and learners' knowledge repertoires. In this sense it is important that in the classroom the learner is led to experiment with the known and the new, researching the topic through various theories, leading them to analyze and think critically, and finally to apply all that knowledge appropriately and creatively.

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EAB510 - Multiliteracies In The Classroom

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In the above video we can observe the inclusion of multimodal text in a classroom and see how there is an excellent connection of technology in the classroom which allows it to call and focus the attention of students. But how can this be achieved in a rural area, for example, where there are many classrooms that do not have access to technology but can think of new creative literacy ideas?
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Teaching and Learning in South Australia

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Retelling Stories By Creating A Multimodal Text: Cummins Area School