The realities of new technological and social conditions since
the 1990s demand a new approach to literacy teaching. Looking
onward from the original statement of aims of the multiliteracies
movement in 1996, this volume brings together top-quality
scholarship and research that has embraced the notion and features
new contributions by many of the originators of this approach to
literacy.
Drawing on large research projects and empirical evidence, the
authors explore practical and educational issues that relate to
multiliteracies, such as assessment, pedagogy and curriculum. The
viewpoint taken is that multiliteracies is a complementary
socio-cultural approach to the new literacies that includes
pedagogy and learning. The differences are addressed from a
multiliteracies perspective - one that does not discount or
undermine the new literacies, but shows new ways in which they are
complementary.
Computers and the internet are transforming the way we work and
communicate and the very notion of literacy itself. This volume
offers frontline information and a vital update for those wishing
to understand the evolution of multiliteracies and the current
state of literacy theory in relation to it.
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