Final Essay:

The implementation of Multiliteracies Pedadagogy

in a Multilingual and Miltilicultural context
 Introduction
 In a constantly evolving technological and digital world, contemporary
education must follow and accordingly modernize all its educational
means and programs.
 Education has as its goal the creation of individuals, able to respond to the
demands of society as it has been formed, moreover a person who does
not know how to operate and utilize technological means for his needs, is
considered illiterate.
 Τhe use and application by teachers only of the old traditional text-based
literacy does not help to create individuals who can rise to the challenges
of a contemporary world.
 In a multilingual and multicultural context
this approach can greatly facilitate the work of teachers, as it uses the
already existing, different repertoires of the learners and promotes
inclusion in the classroom.
Living and learning in a
digital world
Literature Review
 New London Group in the mid 90's
introduced the term Multiliteracies
into pedagogy with the goal to
create learners capable of making
meaning
in a digitally developed world.
 Bill Cope and Mary Kalantzis in
their work “Multiliteracies: Literacy
Learning and the Design of Social
Futures” recognizing that each
learner "carries" with them in the
lesson procedure, various
repertoires, highlight the need to
join the room of Multiliteracies in
order to promote inclusivity.
The “WHY” of Multiliteracies
 Learning by Design
 The concept of "learning by design" highlights the value of active student
participation in the design and creation of educational experiences. According to
Cope and Kalantzis, learning by design implies that students actively contribute to
the creation and production of knowledge in addition to simply consuming and
receiving it. Instead of being just consumers of knowledge, it pushes students to
be creators, problem solvers and critical thinkers.
Concepts of Multiliteracies
 Experiencing the known and Experie
ncing the new are linked to situated
practice

 Conceptualising by naming and

Conceptualising by theorising to overt
instruction

 Analysis of causal relationships and anal

ysis of criterion-based framing

 Applying a proactive approach and a

creative approach to transform practice
 Methodology
 Questions : 1. Are you familiar with Participant A Participant B
multiliteracies pedagogy?
 2. what strategies do you follow for the
E.K. 41 years old P.M. 29 years old
implementation of multiliteracies in your Formal education Informal education
lesson?
 3. What difficulties or challenges have you MA in Educational Bachelor in
ever faced in the educational process when Sciences philology
applying the strategies
 4. What positive or negative impact you Familiarity with Implementation of
noticed on student’s learning when you Multiliteracies some multimodal
apply the specific pedagogy in relation to strategies
the goals you set?
 5. What should be done at the level of
politics by the Ministry of Education so
you can easily implement Multiliteracies
pedagogy into your teaching?
Findings and discussion
Positive impact in
lesson procedure:
Ηigh motivation for learners
teamwork, group αctivities
acceptance of diversity
familiarization with various
modes
Difficulties that teachers faced
through the implementation:
Insufficient equipment
insufficient training of
teachers
absence of multiliteracies
implementation tactics in the
curriculum
constant movement of refugees to
and from school
Conclusion
 The implementation of  appropriate measures
Multiliteracies Pedagogy must be taken by the
can seem very helpful decision-makers, schools
for the real integration of must be equipped and
refugees into society. there must be more
However, in terms of the training for teachers.
medium, and the
educational program, it
is still difficult for the
Greek teacher to apply
them.
Thank you for watching!
Good luck to all of us!
For LRM 50 and
Polyxeni Manoli

Student: Asimina
Volaki