Opportunities and challenges of teaching multiliteracies
Literacy vs. technology
Multi literacies across the curriculum
Accessibility
Transforming teacher’s role
Equity
Student without access to multiliteracy will not be as socially, culturally, academically, or individually fluent. They will not be able to engage with the content and material presented to them in the same way as their peers who are multiliterate.
Students in rural area often have trouble to access multiliteracies compared to students in urban area
Technology encourages student-driven learning because they can explore wide range knowledge from the Internet
Students do not connecting and absorbing new information when they misused technology to play games and watch inappropriate videos instead of learning
Literacy limits the knowledge to the students as it only provides basic information
Situated Practice: Engaging learners in meaningful, authentic lessons/projects that incorporate one’s community and background.
Overt Instruction: Teaching in the moment to better guide the student towards success.
Critical Framing: Looking at any given message from another perspective to recognize its value on multiple levels.
Transformed Practice: Taking one’s understanding and placing it another context. In essence, a juxtaposition of understanding.
gap between the literacy achievement of students of diverse backgrounds and their mainstream peers
population of students of diverse backgrounds is steadily increasing, but similar diversity is not seen in the populations of teachers and researchers
Students that study in poverty area often have less opportunities in using multiliteracies in the classroom
Teaching no longer focus solely on the rules of standard forms of the national language but to any number of factors such as culture, gender, life experience, subject matter, or social or subject domain. Every meaning exchange is cross-cultural to a certain degree.
Meaning is made in ways that are increasingly multimodal—in which written-linguistic modes of meaning interface with oral, visual, audio, gestural, tactile and spatial patterns of meaning
variability of meaning making in different cultural, social or domain-specific contexts