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Multiliteracies : Interrogating competing discourses
Mills, Kathy A.
Mills, Kathy A.
Author
Abstract
The term ‘multiliteracies’ was coined by the New London Group in 1996 to describe the emergence of new literacies and changing forms of meaning making in contemporary contexts of increased cultural and linguistic diversity. The proliferation of powerful, multimodal literacies means that previous conceptions of literacy as ‘writing and speech’ are collapsing. Educators and researchers worldwide are rethinking literacy pedagogy to enable students to participate fully in our dynamic, technological and culturally diverse societies. This paper interrogates competing discourses that have arisen in academic literature during the decade since multiliteracies originated. This scholarly debate is timely because multiliteracies are receiving increasing international interest in literacy research, pedagogy and educational policy.
Keywords
multiliteracies, literacy, multimodal, modes, pedagogy, metalanguage, design, multimedia, literature
Date
2009
Type
Journal article
Journal
Language and Education
Book
Volume
23
Issue
2
Page Range
103-116
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Open
Controlled
Controlled