1st Edition

Multiliteracies in Motion Current Theory and Practice

Edited By David R. Cole, Darren Lee Pullen Copyright 2010
    288 Pages
    by Routledge

    286 Pages
    by Routledge

    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.

    Foreword, Theo van Leeuwen & Gunther Kress


    Chapter One: Introduction to multiliteracies in motion: Current theory and practice, David R. Cole & Darren L. Pullen

    Part I: Classrooms and multiliteracies in motion

    Chapter Two: Uncritical framing: Lesson and knowledge structure in school science, Beryl Exley & Allan Luke

    Chapter Three: Image, voice, and the making of the school-literate child: Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter Freebody

    Chapter Four: Introducing multimodal literacy to young children learning English as a Second Language (ESL), Len Unsworth & Robyn Bush

    Part II: Multiliteracies theory in motion

    Chapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis

    Chapter Six: Tracking the relationships between technology and users in multiliteracies theory, David R. Cole & Darren L. Pullen

    Chapter Seven: Multiliteracies and the politics of desire, David R. Cole

    Part III: The pedagogy of multiliteracies in motion

    Chapter Eight: Using the Principles of multiliteracies to inform pedagogical change, Michèle Anstey & Geoff Bull

    Chapter Nine: Disrupting traditions: Teachers negotiating multiliteracies and digital technologies, Elizabeth Stolle & Gustavo Fischman

    Chapter Ten: Using multiliteracies to facilitate culturally relevant pedagogy in the classroom, Louanne Smolin & Kimberly Lawless

    Part IV: Multiliteracies in practice

    Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori Lockyer & Peter Caputi

    Chapter Twelve: Young Australians reading in a digital world, Jennifer Rennie & Annette Patterson

    Chapter Thirteen: Multiliteracies: Resources for meaning-making in the secondary English classroom, Douglas McClenaghan & Brenton Doecke

    Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner & Gloria Latham

    Afterword, Donna E. Alvermann



    David R. Cole is Senior Lecturer in English & Pedagogy, University of Technology, Sydney, Australia.

    Darren Pullen is Lecturer in ICT, Health Science and Professional Studies, Faculty of Education, University of Tasmania, Australia.


    "…the authors featured in this collection present a compelling argument for change in educational practices, which would enable students to acquire skills that are appropriate to the complex demands of their everyday lives, while allowing them to utilize the multiliteracy skills they already possess….For educators, the collected essays in Multiliteracies in Motion offer a thought-provoking examination of the meaning of literacy in the world today."--Afterimage

    "Multiliteracies in Motion: Current theory and practice makes an excellent contribution to understanding the nature of literacy in the 21st century....[the book] opens up our minds to change and introduces us to the challenge of emerging media and diverse ways of teaching literacy. Readers will discover new insights, prompted by the research and thinking of this diverse collection of scholarship."--University of Technology, Sydney