Jella C.

Bagunu
BEED-3A
Teaching and Learning Activities
Answer the question below. Give relevant examples to support your answer.
1. What are your understandings of multiliteracies pedagogy?
Teachers meet students with diverse socioeconomic and cultural backgrounds, with
differences in cognitive abilities and gender, diverse languages, proficiencies in language use,
and previous life experiences. Again, these students have had various encounters with
technological advances in communication and information media. We live in a globalized world
that reaches far into classrooms. To take into account these differences, teachers need to act and
react to the changing needs of students as well as address the diversity of students’ backgrounds.
Multiliteracy pedagogy is designed to engage the learner through focusing on their background
and interests and better prepares them to deal with the intricacies of the world. It provides
students with choice and possible real life applications above and beyond resume or essay
writing. It focuses on promoting and celebrating the background of each student, embracing
their mother tongue, and seeing value in the process of differentiation. Multiliteracies pedagogy
allows teachers to reflect upon the learning style of their students in an effort to venture towards
a variety of learning opportunities including raps, rants, and perhaps even creating or reading
infographics. Multiliteracies pedagogy is more than just understanding and decoding meaning
from media, it is about embracing the complexities of the world’s communication system.
2. How do you apply your understanding of and experiences with multiliteracies in
your classroom?
In order for student to become multiliterate, they need to be instructed on how to engage,
interact, and understand how multimodal texts convey and produce meaning. As a future teacher
I must need to deliver a pedagogy that provides my students with the skills to be self-reliant
critical thinkers and communicators in a society that demands this kind of literacy. Future
educators just like me need to be confident in their ability to promote this type of learning
through multiple modes in order to create a classroom environment where students can
effectively create, learn and think critically about the media and modalities that they are using in
order to create a society that will be able to function in the future. I need to move away from
creating ‘robots’ or rote learning, and build a community of thinkers, and collaborative problem
solvers. My students should not be busy focusing on remembering answers, but rather on the
ability to access answers through technology, and be able to discuss and think critically about
them so that my students are no longer confound by the four walls of the classroom. Through the
integration of a multiliteracies pedagogy, they learn how to engage with the world, and the global
community that they are very much a part of. They need to learn how to collaborate, and work
with others to create, design, and perhaps most importantly, solve problems.

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 3. How do you make sense of your experience with multiliteracies in your classroom?

“Explore the ways conventions and structures are used in written, digital and multimedia”. I
believe this funding will allow my students to incorporate multiliteracies more successfully in
the classroom, and will give students a vast opportunity to enhance their educational
development. I have developed an understanding on how students should not be limited in the
classroom by their social, economic and cultural backgrounds. Learn how to promote a point of
view by appropriately selecting and sequencing linguistic and multimodal elements and I will
apply knowledge that they have to be developed in other strands to create clarity, authority and a
range of spoken, written and multimodal texts that entertain, inform and persuade audiences. I
will help them to teach and explain to them that texts from different cultures or historical periods
may reveal different patterns in how they go about narrating, informing and persuading for them
to have knowledge of what multiliteracies are important.

4. Why teaching multimodal literacy is important?

The foundation for students’ multimodal literacy in the digital learning environment of a
higher education institution through theoretical and applied frameworks of visual, media,
information and multicultural literacy is considered. The diverse affordance of digital tools and
range of multimodal genres offer engaging new avenues for students’ creative expression on the
basis of developing multimodal literacy It is an empowering practice for modern educators to
incorporate multimodal tasks into a diverse learning environment, which teaches critical thinking
and multimodal skills, enhances audio-visual rhetoric, develops writing and oral communication
skills, and aids in self-expression and self-reflection. Multimodal literacy is becoming a widely
used approach to education and English. The definition of multimodal literacy: explores the
design of discourse by investigating the contributions of different semiotic resources in language,
gesture and images. The way that technology now plays a part in the educational field, teachers
must accommodate the changes in curriculum to include multimodalities. Enabling students to
learn and express their work through different multimodal texts, challenges them to go beyond
their current knowledge, as they become more engaged in complex learning. There are multiple
ways to teach multimodal literacy in the classroom and it can definitely be brought in each
lesson.

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 Assesment Task
Quiz 2. Answer the question below. Give relevant examples to support your answer.
1. Compare and contrast the components of multiliteracy pedagogy.

2. Why teaching multimodal literacy is important? And how multiliteracy support

instruction?
Supporting multimodal literacy is an important aspect of education today as it encourages
students to understand the ways media shapes their world. Most, if not all texts today, can be
considered “multimodal texts,” as they combine modes such as visuals, audio, and alphabetic or
linguistic text. As a future teacher we need to provide our students an access to a more complex
way to read all the texts they encounter. In their media-lives, students engage with a large
number of multimodal texts per day that contain a variety of modes that work together to create
subtle methods of persuasion and often implicitly reinforce cultural stereotypes. Because
students are in the habit of passively viewing these texts, it’s important to model strategies that
will help them think critically about the messages directed at them through media. However,
while students have some experience analyzing traditional alphabetic texts, they often have
difficulty transferring what they know about analyzing these texts to analyzing multimodal texts.
In that case, I will teach my students to analyze multimodal texts and explain to them that it can
be challenging to them to have grown accustomed to viewing such texts as entertainment or
basic sources of information without considering their meaning or context. Because analyzing
multimodal texts is not intuitive, students need explicit instruction in order to gain multimodal
literacy. Just as we teach students to perform a close reading or textual analysis on alphabetic
texts, it’s important to provide students with skills and models that will help them bring a critical
eye to multimodal texts.

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