Abstract
The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers’ ability in teaching multi-literacy. 
 
 Keywords: Multi-literacy, RADEC model, teachers’ competence
Highlights
Education is dynamic, which means it will adapt to the times and technological progress (Ennouamani et al, 2020; Ladachart, 2020; Ledger et al, 2015; Rumahlatu et al, 2021)
The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model
The mentoring activities of this research included the following: (1) Instruct teachers to prepare teaching plans and provide teachers with information related to multiliteracy learning, RADEC learning models and methods of integration of indicators; (2) Guide the implementation of the teaching plans; and (3) Evaluate the learning process
Summary
Education is dynamic, which means it will adapt to the times and technological progress (Ennouamani et al, 2020; Ladachart, 2020; Ledger et al, 2015; Rumahlatu et al, 2021). Everyone (including teachers) can access technology-related information to search for information about strategies, models or any other aspect to promote a more effective and efficient learning process (Stein et al, 2020). This is a way for them to responsibly teach many skills that will benefit students’ future. It is important to consider how students communicate and express their ideas based on the analysis of information from multiple sources and how to use the surrounding environment to enhance creativity (Bolanos & Salinas, 2021; Kirch, 2007) These ideas are related to students’ critical thinking and problem-solving skills. Multiliteracy is seen as a new form of educational ability (Henriksen et al, 2018; Trauth-Nare, 2016)
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