Abstract
This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging and considerably different to those with which she engaged at home. Featuring iMovies and audiobooks, a multimodal literacy program connected the home and classroom, facilitating Hannah’s exploration of multimodality. Findings call for open-ended, flexible approaches to literacy education and a reinvigoration of initial teacher programs, to support diversity and inclusion in literacy education.
Highlights
Over the past two decades, many researchers have contributed to a reconceptualisation of literacy by challenging traditional models and theorising literacy as a social and cultural practice (Bull & Anstey, 2010; Gee, 1992; Kress, 2000, 2010; New London Group, 1996; Vasquez, Janks, & Comber, 2019)
Reminding educators to adopt a balanced approach to literacy learning and to engage with literacy on a multitude of levels, it is the contention of this article that a pedagogy of multiliteracies framework (New London Group, 1996, 2000) represents a complimentary structure upon which to facilitate inclusive pedagogical practice (Florian, 2014a, 2015a)
This paper argues that a reconceptualisation of literacy learning, central to a pedagogy of multiliteracies, has the potential to facilitate inclusion (Florian, 2014a, 2014b)
Summary
Over the past two decades, many researchers have contributed to a reconceptualisation of literacy by challenging traditional models and theorising literacy as a social and cultural practice (Bull & Anstey, 2010; Gee, 1992; Kress, 2000, 2010; New London Group, 1996; Vasquez, Janks, & Comber, 2019). This study aimed to generate new understandings about the learning of students experiencing literacy challenges in the classroom. Reminding educators to adopt a balanced approach to literacy learning and to engage with literacy on a multitude of levels, it is the contention of this article that a pedagogy of multiliteracies framework (New London Group, 1996, 2000) represents a complimentary structure upon which to facilitate inclusive pedagogical practice (Florian, 2014a, 2015a). Notwithstanding some key studies (Cumming-Potvin, 2007; Flewitt, Kucirkova, & Messer, 2014; Flewitt, Nind, & Payler, 2009; Lawson, Layton, Goldbart, Lacey, & Miller, 2012), students who experience literacy learning challenges have
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
