New Literacies

▸ Increasing complexity of modern

communication gives rise to a number of
distinct capabilities and possibilities.
Hence, 21st Century literacy combines
cross-curricular capabilities also called
“multiliteracies” and now commonly
referred to a “new literacies”.
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▸ “New Literacies” are often flexible,
continuous and open, where online and
offline lives and “literacyscapes” merge.

▸ When a literacy practice becomes a

mindset with the concept of Web 2.0, it
can be regarded as new literacy.

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 7 New Literacies

▸ 1. Multicultural Literacy
▸ 2. Social Literacy
▸ 3. Media Literacy
▸ 4. Financial Literacy
▸ 5. Digital Literacy
▸ 6. Ecological Literacy
▸ 7. Creative Literacy

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 Who is a multiliterate Teacher?

1. Teachers who use ICTs skillfully for teaching and

learning
2. Teacher who use ICTs responsibly and who share their
knowledge
3. Teachers offer literacy curriculum that offers opportunities
for collaboration with peers around the world;

4. Teachers make instruction that embeds critical and

culturally sensitive thinking into practice, standards and
assessments that include new5
literacies
 Who is a multiliterate Teacher?

5. Teachers who become leaders and policymakers and

who are committed advocates of ICTs for teaching and
learning.

6. Teachers provide equal access to ICTs for all classrooms and

students.

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MultiLiteracies in the
Educational Reform

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▸ In a broader essence, the concept of
21st century skills is motivated by the
belief that teaching students the
most relevant, useful, in-demand,
and universally applicable skills
should be prioritized in today’s
schools.
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▸ As such, students need to be taught
different skills that should reflect the
specific demands of a complex,
competitive, knowledge-based,
information-age, technology-driven
economy and society.
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▸ 21st Century skills may be taught in a wide
variety of school settings. Teachers may
advocate teaching cross-disciplinary skills,
while schools may require 21st century skills
in both instruction and assessment
processes. Schools and teachers may use
educational approaches that inherently
expedite or facilitate the acquisition of
cross-disciplinary skills.
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▸ Educational strategies, that
include authentic, outcome-based
learning, project-based learning
and performance-based learning
tend to be cross-disciplinary in
nature.
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▸ Students complete a research project,
create multiple technologies, analyze
and process information, think
creatively, plan out the process, and
work collaboratively in teams with
other students.
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▸ Likewise, schools may allow students to
pursue alternative learning pathways, in
which students earn academic credit and
satisfy graduation requirements by
completing an internship, apprenticeship or
immersion experience.
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▸ Students complete a research project,
create multiple technologies, analyze
and process information, think
creatively, plan out the process, and
work collaboratively in teams with
other students.
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Preparing teacher for
multiliteracies

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▸ Multiliteracies as multimodal ways of
communication that include
communications between and among
other languages using diverse channels
within cultures and an ability to
understand technology and
multimedia.
(New London Group, 1996)
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▸ As such, applying multiliteracies to
teaching offers a new classroom
pedagogy that extends and helps
manage classrooms.

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▸ Given globalization and technological
changes, teaching multiliteracies is
indispensable to literacy teaching and
learning in the 21st century.

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Newman (2002) in Biswas (2014) suggests that
teachers integrate four components of
multiliteracies in teaching:

1. Situated practice leads students towards

meaningful learning by integrating primary
knowledge.
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Newman (2002) in Biswas (2014) suggests that
teachers integrate four components of
multiliteracies in teaching:

2. Overt instruction guides students to the

systematic practice of learning process
with tools and techniques.
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Newman (2002) in Biswas (2014) suggests that
teachers integrate four components of
multiliteracies in teaching:

3. Critical Framing teaches students how to

question diverse perceptions for better
learning experiences.
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Newman (2002) in Biswas (2014) suggests that
teachers integrate four components of
multiliteracies in teaching:

4. Transformed action teaches students to

apply the lessons they learn to solve real-
life problems.
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Research shows that effective instructions
in 21st Century literacies takes an
integrated approach, helping students
understand how access, evaluate,
synthesize, and contribute to information
(New London Group, 1996).

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Research shows that effective instructions
in 21st Century literacies takes an
integrated approach, helping students
understand how access, evaluate,
to

synthesize, and contribute to information

(New London Group, 1996).

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Teachers must:

1. encourage students to reflect

regularly on the role of technology in
their learning;

2. create a website and invite students

to use it to continue class discussions
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Teachers must:

3. give students strategies for evaluating

the quality of information they find on
the Internet;

4. be open about one’s own strengths

and limitations with technology and
invite students to help;
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Teachers must:

5. explore technologies students are

using outside the classroom and find
ways to incorporate them into one’s
teaching;

6. Use wiki to develop a multimodal

reader’s guide in class texts;
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Teachers must:

7. include a variety of media and genres

in class texts;

8. ask students to create a podcast to

share with an authentic audience;

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Teachers must:

9. give students explicit instruction

about how to avoid plagiarism in a
digital environment;

10. refer to the Partnership for 21st

Century Skills website
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Thank you!

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