Multiliteracies in Practice: Integrating Multimodal Production Across the Curriculum |
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Authors: | Patricia Thibaut Jen Scott Curwood |
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Institution: | 1. Patricia Thibaut is in the Institute of History and Social Sciences, Austral University of Chilepatricia.thibaut@uach.cl;3. Jen Scott Curwood is in the Sydney School of Education and Social Work, Faculty of Arts and Social Sciences, University of Sydney, Australia |
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Abstract: | Supported by ever-evolving digital tools and online spaces, we argue that multiliteracies can be used to close the gap between teacher-directed, individual, and assessment-driven learning, and authentic, shared, and purpose-driven learning. This is particularly evident through multimodal composition and collaboration in primary classrooms. Over two decades ago, the New London Group argued that all meaning-making is multimodal. By representing their knowledge through multiple modes and for local and global audiences, students can express their identity, exercise agency, and foster a sense of authoring through multimodal production. |
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