Why Multiliteracies? A Case Study of One First-Grade Teacher's Enactment of Multiliteracies

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-11 - Why Multiliteracies? A Case Study of One First-Grade Teacher's Enactment of Multiliteracies

Abstract

This case study explores one first grade teacher’s enactment of a pedagogy of multiliteracies in her literacy curriculum in Canada. The study demonstrates the importance of multiliteracies with respect to supporting a grade one teacher to create opportunities for young children’s literacy learning and development. Findings show that the teacher appropriately designed multiliteracies practices for young culturally and linguistically (CLD) children with the support of multiliteracies pedagogies. This implies how multiliteracies pedagogies could empower the grade one teacher to become designers of authentic learning environments to encourage young CLD children to take ownership of their learning by welcoming their diverse needs and capabilities.

Authors

• Xing Meng

• Mi Song Kim, University of Western Ontario