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ERIC Number: EJ1331019
Record Type: Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Beyond Multimodality to Multiplicity: Developing More Equitable and Relevant Literacy Learning Spaces for Young Children
Forzani, Elena E.; Ly, Chu N.
Reading Teacher, v75 n5 p611-620 Mar-Apr 2022
The authors argue for an expansive and inclusive approach to literacy instruction that moves beyond multimodality to embrace multiplicity in readers, texts, mediums, activities, environments, and contexts aligned to our 21st century world. In particular, rather than privileging the linguistic mode, the authors argue for using all modes and centering multimodality. Such an expansive and inclusive approach to literacy instruction promotes criticality and allows students to engage in relevant instruction that can help students address social issues that matter to them while also preparing them to engage with the varied forms of text that we use today.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A