The Power of Multiliteracies
How can multiliteracies be demonstrated through an app like Linoit.com?
The Front Matter
In every Ontario curriculum document (grades 1 - 8), you will find connections to multiliteracies in the front matter of the publication. Below are a few examples of how these documents support and encourage a multiliteracies framework.
Critical Framing: "They learn to express feelings and opinions and, as they mature, to support their opinions with sound arguments and research (pg 3)."
Situated Practice: "If they see themselves and others in the texts they read and the oral and media works they engage in, they are able to feel that the works are genuinely for and about them and they come to appreciate the nature and value of a diverse, multicultural society (pg 4)."
Transformed Practice: "By reading a wide range of materials and being challenged by what they read, students become receptive to new and widely varying ideas and perspectives and develop their ability to think independently and critically (pg 5)."
Overt Instruction: "Teachers are responsible for developing appropriate instructional strategies to help students achieve the curriculum expectations, and appropriate methods for assessing and evaluating student learning (pg.6)." "They [teachers] bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student (pg 6)."
Critical Framing: "It is important, therefore, that students see science and technology in this wider context – as endeavours with important consequences for people and other living things – and that they learn to connect their knowledge of science and technology to the world beyond the school (pg. 5)."
Transformed Practice: "They also help students to integrate scientific and technological knowledge with knowledge in other subject areas, such as mathematics and social studies (pg. 5)."
Overt Instruction: "Developing a deeper understanding of the big ideas requires students to understand basic concepts, develop inquiry and problem-solving skills, and connect these concepts and skills to the world beyond the classroom (pg. 6)."
Situated Practice: "Both [Science and Technology] are affected by the values and choices of individuals, businesses, and governments, and in turn have a significant impact on society and the environment (pg. 8)."
Transformed Practice: "Through mathematical activities that are practical and relevant to their lives, students develop mathematical understanding, problem-solving skills, and related technological skills that they can apply in their daily lives and, eventually, in the workplace (pg. 3)."
Critical Framing: "As students identify relationships between mathematical concepts and everyday situations and make connections between mathematics and other subjects, they develop the ability to use mathematics to extend and apply their knowledge in other curriculum areas, including science, music, and language (pg. 3)."
Overt Instruction and Situated Practice: "Recognizing that students need a solid conceptual foundation in mathematics in order to further develop and apply their knowledge effectively, teachers endeavour to create a classroom environment that engages students’ interest and helps them arrive at the understanding of mathematics that is critical to further learning (pg. 5)."