Reimagining Multiliteracies: A Response to Leander and Boldt

Autor/in	Jacobs, Gloria E.
Titel	Reimagining Multiliteracies: A Response to Leander and Boldt
Quelle	In: Journal of Adolescent & Adult Literacy, 57 (2014) 4, S.270-273 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.249
Schlagwörter	Criticism; Multiple Literacies; Skill Development; Reader Text Relationship; Literacy Education; Teaching Methods; Youth; Information Literacy + Suchen Sie Ihr Suchwort? Kritik; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Jugend; Jugendlicher; Jugendalter; Informationskompetenz
Abstract	In this column, the author considers critiques of multiliteracies in light of the impact of the seminal article, A Pedagogy of Multiliteracies: Designing Social Futures. The author argues that the concept of multiliteracies has been reified and the original meaning of multi has been lost over the years. Particular attention is paid to Leander and Boldt's 2013 article that critiques the multiliteracies framework as being text-centric and overly rational. Consideration of Leander and Boldt's argument indicates that the multiliteracies framework should be used judiciously when analyzing youth's interactions with texts. Additionally, the author suggests that it is time to reimagine multiliteracies if we are to move forward in supporting youth as they develop the skills to thrive in an information based, multiliterate world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10