|
|
Teachers need to adapt, change, and design lessons, using new technology, approaches, models, and pedagogies that help students understand the multimodal world around them. Serafini (2011) suggests that “as images come to dominate the texts that adolescents use to communicate and make sense of their world (e.g., Internet, textbooks, instructional DVDs, video games, magazines) readers will need to draw from a new set of strategies, vocabularies, and processes for interpreting these multimodal resources” (Serafini, 2011, p. 348).
In order to provide students with these ‘new strategies’, the New London Group (1996) suggests that educators need to cultivate a pedagogy that incorporates four main components: “situated practice, overt instruction, critical framing, and transformed practice” (Cope & Kalantzis, Language Policy and Political Issues in Education, 2008, p. 205). These four constituents should be reflected on, incorporated and woven into the foundation of every aspect of multiliteracies pedagogy. These components do not stand alone, they are "often interrelated, and an integration of the four components is necessary for effective literacy teaching, and learning" (Angay-Crowder, Choi, & Yi, 2013, p. 38). |
