Scientific Strengths and Reported Effectiveness: A Systematic Review of Multiliteracies Studies

Autor/inn/en	Zhang, Zheng; Nagle, Joelle; McKishnie, Bethany; Lin, Zhen; Li, Wanjing
Titel	Scientific Strengths and Reported Effectiveness: A Systematic Review of Multiliteracies Studies
Quelle	In: Pedagogies: An International Journal, 14 (2019) 1, S.33-61 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2018.1537188
Schlagwörter	Multiple Literacies; Educational Research; Data Collection; Data Analysis; Affordances; Educational Policy; Literacy Education; Educational Practices; Educational Trends; Foreign Countries; Prior Learning; Learning Processes; Cooperative Learning; Australia; Bangladesh; Canada; China; Cyprus; India; Japan; Kenya; Malaysia; Norway; Singapore; South Africa; Taiwan; United Kingdom; United States + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsentwicklung; Ausland; Vorkenntnisse; Learning process; Lernprozess; Kooperatives Lernen; Australien; Bangladesch; Kanada; Zypern; Indien; Kenia; Norwegen; Singapur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien; USA
Abstract	This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers' articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01