FACULTY OF SOCIAL SCIENCES AND HUMANITIES

MASTER OF ARTS IN ENGLISH LANGUAGE STUDIES

SKBI 6153 LANGUAGE AND LITERACIES

MULTILITERACIES PEDAGOGY

NAME RAIHAN BT MOHD RAMLEE

MATRICULATION NUMBER P110815
SUBMISSION DATE JULY 9TH , 2021
LECTURER PROF. DR. HAZITA AZMAN
DEVELOPING TEACHER AND STUDENTS MULTIMODAL LITERACIES THROUGH
THE CURRICULUM FRAMEWORK

COMPONENTS OF DESCRIPTIONS OF EVENT

FRAMEWORK
By implementing curriculum framework in learning,
teachers will be able to encourage student
SITUATED PRACTICE communication and interaction of ideas through the
lens of technologies. It is also another way of
exemplifying literacy as a social practice, where
students enhance their current knowledge by
associating it with their prior knowledge.
Explicit instructions are needed when students are
learning, comprehending and generating significance
through various modes to help cultivate literate
OVERT INSTRUCTION identities. 21st century multimodal literacies requires
various modes of curriculum framework and it is
crucial for teachers to imply overt instruction in
explaining these curriculum framework effectively.
Critical framing enables learners to critically analyse,
comprehend and interpret the connotation and
CRITICAL FRAMING denotation of multimodal literacies through the right
curriculum framework by communicating with each
other.
Teachers and students will be able to divert their
TRANSFORMED PRACTICE knowledge into something new, whether it is in school
or at home, based on the significance that they have
comprehended rhetorically and unrhetorically.
Multimodal literacies is shifting alongside the curriculum framework by implementing the
use of technologies in teaching and learning activities. Educators and learners are no longer
projecting their focus on the traditional way of defining literacies and in order to cultivate
literate identities, educators as well as learners are encouraged to implement digital
technologies in reflection of multimodal literacies. The curriculum framework serves to
display meaningful curriculum experiences and activities as well as identified constraints.
Thus, it is paramount and act as one of the enablers to a significant communication for the
students. The framework does not impose imperatives for the ways technologies must be used
in practice, but instead poses the following questions for the educator’s reflection:

 What new technologies are available for use in your centre?

 How is this technology used to document children’s learning as a way to
communicate, thinking, interests, and growth between home and centre?
 How do teachers, families and children use technologies in and beyond the
centre?

These questions induce the implementation of technologies in two separate ways, either it is
in the school or at home. Nowadays, our field of education is coming towards the 21 st century
of technology. Learners are encouraged to master the use of technologies in order to
comprehend teaching and learning that are mostly done digitally. Curriculum framework is
indeed crucial and must be au fait with the current development of technology to avoid the
occurrence of misunderstanding amongst educators and learners. This is because, by having
full awareness of the curriculum framework only then can the learners and educators develop
their multimodal literacies.
DESIGNING TEACHER’S PROFESSIONAL TRAINING IN MULTILITERACY
PEDAGOGY

COMPONENTS OF DESCRIPTIONS OF EVENT

FRAMEWORK
Teachers are implementing, generating and encouraging
lesson planning activities through the use of
SITUATED PRACTICE technological tools by considering variety of online
collaboration tools that can be used to communicate.
Teachers need to explore the comprehension of
multimodal literacies by implementing an array of new
OVERT INSTRUCTION technologies rather than the traditional way, that build
on students comprehension and experiences so that they
are better able to produce multimodal learning.
The drastic change in moving from traditional literacy
practices to multiliteracies pedagogy encouraging
CRITICAL FRAMING teachers to no longer provide a monomodal text and
simple answers comprehension questions, but varieties
of technologies could be used.
Transformative practice occurs when teachers able to
work collaboratively with the paramount technology
because a certain degree of tension exists when teachers
TRANSFORMED PRACTICE as well as students engage in transformed practice,
especially when they juxtapose and integrate diverse
discourses and remake their own to suit their needs and
purposes.
Before educators execute their teaching and learning activity, they must plan ahead their
lesson planning activities in order to avoid any inconveniences. Unlike the traditional way of
teaching and learning, technologies are now being implemented in the classroom curriculum.
Educators and students are no longer projecting their dominant focus only on the reading and
writing skills like how the education used to but it is currently more on the soft skills
interaction such as critical and creative thinking skills, communications, adaptabilities, etc.
These skills can be enhanced by the implementation of digital technologies such as digital
readers and tablets, gamification, cloud technology, artificial intelligence and so forth.
Teachers, especially, must equipped themselves with different digital applications that may or
may not been used before and how it could be incorporated into the lessons. Most of the
educators nowadays are very comfortable at the state where they are still using the chalk and
talk technique. Government needs to play a major role in order to equip teachers with these
skills and adaptabilities. This is because, before the teachers execute each lesson that
included digital technologies, they also need to reconsider whether the lesson fits within the
curriculum framework. Other than that, societies, educators and learners also need to stop
accepting literacy as an individual, monomodal, pen and paper task, but rather as a sharing
and developing process, in which all of us can learn by with the dissemination of information
whether it is through text, images, videos or a plethora of other modalities afforded to the
societies, educators and learners by technology.
BUILDING MULTIMODAL LITERACIES IN THE CLASSROOM

COMPONENTS OF DESCRIPTIONS OF EVENT

FRAMEWORK
Teachers are using discussion in the form of storytelling
to help students interact and encouraging them to
SITUATED PRACTICE present information informally through a variety of
creative and critical modes rather than just a formal
chalk and talk.
Through overt instruction, teachers included
technologies by demonstrating it to the students for
OVERT INSTRUCTION engagement rather than using the traditional way and
monitor student progress through the transforming,
and situated practice stages of learning.
Through critical framing, students step back from what
CRITICAL FRAMING they have learned, recognised possibilities with the
technologies, explore ways they could use with the
technology and implement their learning in new
contexts.
As the teachers assist the students through technologies
TRANSFORMED PRACTICE and encourage them to weave in other different modes
of learning using the technology.
Storytelling can be one of the most influential art of delivering knowledge and
information. People are mostly interested to an informal way of learning rather than the
formal one. In this scenario, the teachers are using storytelling by incorporating
technologies in order to develop multimodal literacies. This mode of learning can intrigue
students thus making the engagement fun and meaningful. The teachers are making
distinguishment between composing stories with a computer and composing stories with
traditional resources. Essentially the teacher had replaced writing a story, which is a
difficult task for the students, with the use of technology for storytelling, to telling a story
through oral recording as a substitute for writing. Other than that, student-centred learning
were encouraged in this lesson to help stimulate students communication with each other
to help making meaning of their learning. However, This process that falls under
transformed practice will help students recognise the possibilities with the technology
thus explore new ways of developing multimodal literacies as well as enhancing their
communications. As the students come out with their stories, they will get the chance to
explore how they could make use of the technology in order to combine different modes
of learning. These various modes of learning such as reading, writing and also visual will
not only help students generating their ideas but also represent it in stories.
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