How multiliteracies considers authenticity, choice, making connections, diversity and social justice

                 

Multiliteracy, if used correctly in the classroom, can allow a teacher to break diversity barriers that may exist with some students. Whether a teacher has students with learning disabilities (or physical disabilities), students with Aboriginal backgrounds or speakers of other languages, ensuring that their pedagogical approach includes multiliterate views and instruction, they can change the way that their diverse students build an understanding of work undertaken in the classroom (Healy, 2008).

                 Multiliteracies also allow for students to progress and/or develop their own learning. If they specifically know that they lean towards a style of learning through their own interests, a teacher may be able to teach strategies so that students know how to retain knowledge or build understanding. A musically inclined student that struggles with mathematics may be sought to write and record a song about the times tables in order for them to find a method to successfully remember them, or a child that struggles with science can create an animation on how to do an investigation. Multiliteracy allows students to further engage without them 'switching off', and also enhances their own understanding.

References:

Pictures and Clips:

 Knewton (n.d) ‘The Gamification of Education Infographic’ Retrieved from http://www.knewton.com/gamification-education/

Photbucket.com (n.d) ‘Kids Earth’ Retrieved from http://s1295.photobucket.com/user/
victoriadrake91/media/hstickmankidsearth_zps3fa5b96d.jpg.html?sort=3&o=1

Youtube.com (n.d) ‘Teaching in the 21^st Century’ Retrieved from http://www.youtube.com/
watch?feature=player_embedded&v=OTIBDR4Dn2g