Multiliteracies and the New World Order

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Author(s): Margaret Baguley (University of Southern Queensland, Australia), Darren L. Pullen (University of Tasmania, Australia)and Megan Short (University of Tasmania, Australia)
Copyright: 2010
Pages: 17
Source title: Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom
Source Author(s)/Editor(s): Darren Lee Pullen (University of Tasmania, Australia)and David R. Cole (University of Technology - Sydney, Australia)
DOI: 10.4018/978-1-60566-673-0.ch001

Keywords: Education / Educational Technologies / Information Science Reference / Virtual Learning Environments

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Abstract

Due to the importance of literacy as a key component in many education programs it appears that more than any other curriculum area its history has been marked by continual change in terms of theoretical positioning, shifts in definition and pedagogical practice. Whilst change is often viewed as a positive occurrence, recently teachers of literacy have experienced a rapid period of change in both their practice and the theoretical and research based beliefs that underpin it. This chapter will provide a brief overview of some of the ways in which literacy pedagogy has encompassed a diverse range of forms of communication and meaning making commonly referred to as ‘multiliteracies’.

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