Multiliteracies involves a shift to educational practices already in place. Cope & Kalantzis (2008) posit that the "Multiliteracies Framework aims to supplement - not critique or negate various existing practices" (p. 207). There are four components to Multiliteracies; Overt Instruction, Situated Practice, Transformed Practice, and Critical Framing. Each component can be embedded in instructional practices throughout the school day. Rather than a scaffolding of literacy practices, a Multiliteracies student would engage in each of the four perspectives as they learn (Cope & Kalantzis, 2008). 

 

As an educator, I need to transform curriculum into meaningful connections and events for all students. Over the last several months I've been implementing a Multiliteracies approach in my grade one classroom. I am very interested in how a Multiliterate approach can engage the struggling reader, effectively move them along their reading continuum, and provide them with the desire to participate in all areas of literacy. In layering a Multiliteracies framework in the grade one class, I have observed a positive shift toward our class culture as I find time and space within the curriculum day to authentically value each student. As a class, we recognize that our collective experiences and perspectives enrich all learning and understanding of the curriculum.