Macleroy, Vicky. 2016. From Literacy to Multiliteracies. In: Vicky Macleroy and Jim Anderson, eds. Multilingual Digital Storytelling: Engaging creatively and critically with literacy. Oxford: Routledge, pp. 68-86. ISBN 1138795801 [Book Section]

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Abstract or Description

This chapter sets MDST within the context of current understandings ofmultiliteracies (Cope and Kalantzis, 2000; Coiro et al., 2008). It examines theshift from page to screen and towards text as ‘design’. In exploring the movefrom literacy to multiliteracies it recognises the role of new technologies indeveloping pupils’ languages and supports links between different areas of language: English mother tongue, EAL, foreign and community languages.Cummins and Early’s (2011) argument about identity texts is looked at and howa multiliteracies approach, bringing students’ language and culture into thecurriculum, engages students in their learning. This chapter also recognises the power of stories for language learning and cultural exploration and how stories,images, rhymes and melodies are at the core of our cultural identity. Research ineducational theory provides evidence that storytelling and the construction ofnarrative have a signifi cant impact on how students learn. One of the biggestimpacts is the ability to connect the subject matter to a personal experience of the
learner, allowing for a more powerful exploration of the content being studied.The argument posited here is that by integrating multimodality, multilingualismand intertextuality, digital stories transform the traditional act of simply reading aself-contained text to a more complex activity involving reading, watching, listening, sharing and actively interacting.

Item Type:	Book Section
Departments, Centres and Research Units:	Educational Studies > Centre for Language, Culture and Learning
Dates:	Date Event 10 March 2016 Published
Item ID:	22828
Date Deposited:	25 Jan 2018 15:03
Last Modified:	25 Jan 2018 15:03
URI:	https://research.gold.ac.uk/id/eprint/22828

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