013988 Multiliteracies and Multimodalities
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksRequisite(s): ((013105 The Multilingual Learner AND 010070 TESOL Practicum AND 028253 TESOL: Methodology AND 013102 Introducing Knowledge about Language) OR 013986 Literacy and Numeracy Across the Curriculum )
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013117 Theory and Practice of Literacy
Description
This subject aims to provide students with advanced knowledge and skills in the analysis of texts and the teaching of multiliteracies in a variety of contexts. Multiliteracies in this subject refers to the range of experiential reading, viewing, designing and writing practices that are relevant for diverse linguistic and sociocultural communities, contexts, texts and purposes in the 21st century. The subject explores theoretical understandings of, and practical approaches to, a rich variety of verbal, visual, artifactual, spatial, embodied and digital texts in schools and adult contexts. In practical terms, students engage with different perspectives and pedagogies in the design of multimodal materials and activities. The subject aims to enable students to engage in an informed way in current debates and discussions around literacies in scholarly and educational settings and in the public domain.
Subject learning objectives (SLOs)
| a. | Explain and compare different theoretical perspectives and approaches in literacy education |
|---|---|
| b. | Describe and evaluate different pedagogic practices in literacy education for specific communities with reference to theory |
| c. | Design and justify a program and resources for teaching literacy to a defined group of learners |
| d. | Produce written accounts with coherent structure, clarity of expression, and integrated reference to key literature |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Graduates have skills and a body of knowledge, including understanding of recent developments in applied linguistics, and related disciplines and industries that they can apply in teaching and other professional contexts. (1.1)
- Graduates are able to engage, critique and apply a broad range of complex ideas relevant to TESOL, literacy and/or numeracy practice. (2.1)
- Graduates are able to support linguistic and cultural diversity in local and international contexts of professional practice. (3.1)
- Graduates are able to contribute their knowledge to debates in the public sphere. (5.1)
- Graduates have strong communication skills for relevant academic and professional contexts. (6.1)
Contribution to the development of graduate attributes
The subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Graduates have advanced skills and knowledge of linguistics, literacy and numeracy, pedagogy and curricula to teach in their specialised contexts.
2. Critical and Creative Inquiry
2.1 Graduates are able to review, analyse, consolidate and synthesise ideas relevant to TESOL, literacy and/or numeracy teaching and apply these skills to problem solve in their professional practice.
3. International & Intercultural Engagement
3.1 Graduates are linguistically and culturally sensitive to local and international contexts of language education and can apply their sensitivity in their professional practice.
5. Active Citizenship
5.1 Graduates are able to engage with key issues in public debates about language, literacy and/or numeracy education.
6. Effective Communication
6.1 Graduates have well-developed communication skills for relevant academic and professional contexts.
Teaching and learning strategies
Lecturer input, modelling and scaffolding
Each week, the lecturer introduces new concepts through a video lecture that is uploaded with links to subject readings and learning activities. Students are expected to view the video and readings and complete the learning activities online. Assessment tasks will be modelled and scaffolded.
Student learning activities
Students will complete online student learning activities to prepare for and check their interpretation of concepts presented in the lecturer input and readings. Students will read prescribed texts and locate appropriate academic resources to support written assessment tasks. Students will reflect on the ways in which their knowledge from this subject can inform their professional practice as educators and scholars.
Content (topics)
The first module focuses on the development of multiliteracies and New Literacy Studies. Concepts and theories of critical literacy, translingual literacies and multimodal literacies are explored in relation to linguistically and culturally diverse communities.
The second module explores a variety of pedagogies relevant to linguistic landscapes, place-based literacies, the development and composition of identity texts.
The third module focuses on pedagogical approaches to picture books and graphic novels, ecoliteracies, Indigenous literacies, embodied literacies, and the design of artifactual and maker literacies.
Assessment
Assessment task 1: Explain concepts and principles of multiliteracies and multimodalities
| Objective(s): | a, b and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Develop a multimodal resource for literacy education
| Objective(s): | a, b, c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: | Multimodal text plus 1500 word explanation (excluding refeerences and appendices) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Recommended texts
Pahl, K. & Rowsell, J. (2012). Literacy and education: Understanding the new literacy studies in the classroom (2nd ed.). London: Sage. [e-book available in UTS Library]
References
Anstey, M. & Bull, G. (2018). Foundations of multiliteracies: Reading, writing and talking in the 21st century. Routledge.
Callow, J.(2013). The shape of text to come: How image and text work together. PETAA.
Comber, B. (2016). Literacy, place, pedagogies of possibility. Routledge.
Cope, B., & Kalantzis, M. (Eds.). (2016). A pedagogy of multiliteracies: Learning by design. Springer.
de Silva Joyce, H. (2012). Multimodal and visual literacy in the adult language and literacy classroom. NSW AMES.
de Silva Joyce, H., & Feez, S. (Eds.). (2018). Multimodality Across Classrooms: Learning About and Through Different Modalities (1st ed.). Routledge.
Gee, J. P., & Hayes, E. R. (2011). Language and Learning in the Digital Age, Taylor & Francis Group.
Harmer, J. (2015). The practice of English language teaching (5th ed). Pearson.
Harwood, D. (2017). Crayons and iPads: Learning and Teaching of Young Children in the Digital World. SAGE Publications Ltd.
Hughes, N. & Schwab, I. (Eds.) (2010). Teaching adult literacy. Open University Press.
Janks, H. (20014). Doing critical literacy: Texts and activities for stidents and teachers. Routledge.
Janks, H. (2009). Literacy and power. Routledge.
Knobel, M., & Kalman, J. (Eds.). (2016). New Literacies and Teacher Learning. Peter Lang.
Kral, I., & Schwab, R. G. (2012). Learning spaces: Youth, literacy and new media in remote Indigenous Australia.ANU E-Press.
Mills, K. A. (2016). Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses. Multilingual Matters.
Moss, B., & Lapp, D. (Eds.). (2009). Teaching New Literacies in Grades 4-6 : Resources for 21st-Century Classrooms. Guilford Publications.
Pahl, K., & Rowsell, J. (Eds.). (2020).Living literacies: Literacy for social change. MIT Press.
Pahl, K. & Rowsell, J. (Eds.) (2015). The Routledge handbook of literacy studies. Routledge.
Pahl, K. & Rowsell, J. (2012). Literacy and Education, SAGE Publications.
Papen, U. (2005). Adult literacy as social practice. Routledge.
Rogers, T. , Winters, K.-L., Perry, M. & LaMonde, A.-M. (2015). Youth, critical literacies, and civic engagement. Routledge.
Rowsell, J. (Ed.). (2019). The art and craft of literacy pedagogy: Profiling community arts zone. Routledge.
Sefton-Green, J., & Rowsell, J. (Eds.). (2015). Learning and literacy over time. Routledge.