Rowsell, J. & Walsh, M. (2011). Rethinking literacy education in new times : Multimodality, multiliteracies & new literacies. Brock Education: A Journal of Educational Research and Practice,21(1), 53-62. Canada: Brock University. Retrieved from https://doi.org/10.26522/BROCKED.V21I1.236
The article presents a theoretical overview of new fields of research, pedagogy, and practice in literacy education. In a digital, media-driven, globalized world, educators are faced with the challenge of mediating traditional notions of what it means to be literate (e.g., read and writing print-based texts) with new and ever-emerging skills and interests in technology and digital media. Focusing on a pilot study in Oakville, ON and a longitudinal research study in Sydney, Australia, we compel readers to think about literacy in a new light. Without a push to redefine literacy, educators run the risk of teaching and learning language and literacy skills in anachronistic paradigms and frameworks. While research has not been able to fully establish the impact of multimodal communication, it is essential that educators learn to use these different modes of communication to teach literacy.
School of Education
Open Access Journal Article