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“Literacy pedagogy has traditionally meant teaching and learning to read and write in page-bound, official, standard forms of the national language. Literacy pedagogy, in other words, has been a carefully restricted project – restricted to formalized, monolingual, monocultural, and rule governed forms of language.” (Cazden, Cope, Fairclough, & Gee, 1996, p. 60). |
Fostering classroom multiliteracies practice is equally about pedagogy as it is about literacy. Over the past four months, I have developed a multiliteracies pedagogy that takes shape from students’ academic and personal identities, that prepares students for success, where they are able to participate, influence, and design their own social futures (New London Group, 1996). Through the incorporation of multimodal texts, technology, students’ interests, identities, and communities of practice, students are capable of taking possession of their own learning, and success in our multimodal world.