A Pedagogy of Multiliteracies
A Pedagogy of Multiliteracies by the New London group is a pedagogical theory based on literacy abilities, choices and attitudes of the learner. Learners construct meaning that is relevant to their understanding of their world through multimedia technologies, multimodality, texts of communication in specific contexts. Learners are engaged and knowledge connections are made between theory and practice. A Multiliteracies approach adopts designing meanings by examining available designs, the designing one does and the redesigned.
Originally the Pedagogy of Multiliteracies approach had four key aspects to pedagogical orientation: Situated Practice, Critical Framing, Overt Instruction, and Transformed Practice (1996). These were revised in 2006 by the New London Group in response to social and technological changes in learning. Knowledge Processes (2006) are: Experiencing (the known, the new), Conceptualising (by naming, with theory); Analysing (Functionally, Critically); Applying (Appropriately, Creatively).
Edith Cowan University acknowledges and respects the Noongar people, who are
the traditional custodians of the land upon which its campuses stand and its programs
In particular ECU pays its respects to the Elders, past and present, of the Noongar people, and embrace their culture, wisdom and knowledge.