Anstey,+M.,+&+Bull,+G.+(2006)

= Anstey, M., & Bull, G. (2006). //Teaching and learning multiliteracies : changing times changing literacies// (pp. 56-81). Newark, DE: International Reading Association =

Developing productive pedagogies in order to provide and develop a multiliteracies curriculum. Anstey and Bull outline the principles for developing a multiliteracies curriculum in reference to the links between multiliteracies, literate person and ultimately a multiliterate person. Furthermore, they provide theoretical knowledge regarding the four areas of productive pedagogies (intellectual quality, connectedness, supportive classroom environment and recognition of difference) (pp. 59), and the three aspects of classroom practice (classroom talk, lesson structure and materials used) (pp. 69). This in turn is followed by examples of how to incorporate the theory into your own classroom practice. Once establishing what is needed to develop a multiliteracies curriculum, the combination of productive pedagogies and Luke and Freebody’s Four Resource model ensures lower order and higher order thinking skills are addressed. This provides opportunities for students to explore, learn about and engage with multiliteracies.

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