Multiliteracies and Grade One Readers
Interweaving proven practices in the classroom.
ABOUT ME
I am currently a Vice Principal and Learning Support Teacher in Southwestern Ontario. This fall marked my twenty-first year in education. Throughout my years I have taught primary, junior, and intermediate students. I have always had a strong interest in best practices in pedagogy, especially in the acquisition of literacy and I am now persuing a Masters of Professional Education in Multiliteracies at the University of Western Ontario. All images used in this WIX are from our grade one classroom.
Multimodal Presentations
Since beginning my Masters, I have enjoyed designing Prezis. I feel creating these Prezis has facilitated my understanding of the Multiliteracies framework and how I can and do implement theory into grade one practice. As I learn, I transform my classroom practices. Below is a reflection of how I am transforming my classroom practices as a result of my readings, reflections, and student voice.
CONTACT ME
My Metaphor for Literacy
When I started the Masters of Professional Education in Multiliteracies, I was asked to create my metaphor for multiliteracies. Here is metaphor as I apply it to the Multiliteracies framework and the grade one classroom.
Since creating this WIX I have created two other online resources. Please navigate to the images below if you are also interested in Multiliteracies and Writing in Grade One, my perspective of Embracing Change: A Multiliteracies Approach, and how an app like Linot.com can support Multiliteracies in schools.
Multiliteracies and Writing in Grade One
Embracing Change: A Multiliteracies Approach
Works Cited on this WIX
Hassett, D. D., & Curwood, J. S. (2010). Theories and practices of multimodal education: the instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63, 270.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. American Educational Research Association, 32, 241-267.
Johnson, P., & Keier, K. (2010). Catching readers before they fall. Portland, Maine: Stenhouse Publishers.
Kim, M. S. (2013, May 29). Technology-mediated collaborative learning environments for young culturally and linguistically diverse children: Vygotsky Revisited. British Journal of Educational Studies, 61, 221-246.
Kalantzis, M., & Cope, B. (2008). Language education and multiliteracies. Encyclopedia of Language and Education, 1, 195-211.
Lapp, D., Moss, B., & Rowsell, J. (2012). Envisioning new literacies through a lens of teaching and learning. The Reading Teacher, 65, 367-377.
Luke, A. (2009). Being contextually literate [Video file]. Retrieved from https://www.youtube.com/watch?v=4QdA5nP_dWQ
Luke, A. (2015). Leaders in educational thought critical literacy [Video file]. Retrieved from https://www.youtube.com/watch?v=UnWdARykdcw
Mayer, R. E. (2004, January). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14-19.
Mayer, R. E., & Moreno, R. (2007). Interactive multimodal learning environments special issue on interactive learning environments: contemporary issues and trends. Educational Psychological Review, 19, 309-326.
Mills, K. A. (2009, March). Multiliteracies: interrogating competing discourses. Language and Education, 23, 103-116.
Ministry of Education. (2013). Promoting critical literacy across the curriculum and fostering safer learning environments.
Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_PromotingCriticalLiteracy.pdf
Padak, N., & Potenza-Radis, C. (2010). Motivating struggling readers: Three keys to success. New England Reading Association Journal, 45(2), 1-7.
Robertson, C. (2013). Why multiliteracies. Retrieved from http://www.lc2.ca/item/105-why-multiliteracies
Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2010, July 8). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1-26.
The New London Group. (1996, Spring). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66, 60-92.
Wood, K. D., & Mraz, M. E. (2008). Introduction: possibilities for using a multiliteracies approach with struggling readers. Reading and Writing Quarterly, 24, 259-263.