Beyond Multimodality to Multiplicity: Developing More Equitable and Relevant Literacy Learning Spaces for Young Children

Autor/inn/en	Forzani, Elena E.; Ly, Chu N.
Titel	Beyond Multimodality to Multiplicity: Developing More Equitable and Relevant Literacy Learning Spaces for Young Children
Quelle	In: Reading Teacher, 75 (2022) 5, S.611-620 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forzani, Elena E.) ORCID (Ly, Chu N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2087
Schlagwörter	Literacy Education; Learning Modalities; Teaching Methods; Inclusion; Holistic Approach; Diversity; Young Children; Equal Education + Suchen Sie Ihr Suchwort? Lernumgebung; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Holistischer Ansatz; Frühe Kindheit
Abstract	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. (As Provided).
Anmerkungen	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://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01