Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection

Autor/in	Watts-Taffe, Susan
Titel	Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection
Quelle	In: Reading Teacher, 75 (2022) 5, S.603-609 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2080
Schlagwörter	Multiple Literacies; Learning Modalities; Literacy Education; Culturally Relevant Education; Inclusion; Teaching Methods; Access to Education; Equal Education + Suchen Sie Ihr Suchwort? Lernumgebung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	This article explores the potential of multimodal literacies to support a more equitable, inclusive approach to literacy instruction. Approaching multimodal literacies with an asset-based stance toward students with respect to culture, language, and dis/ability, multimodal literacies can support the enactment of culturally relevant pedagogy as well as inclusive teaching and learning. The article discusses intersections between multimodal literacies, culturally relevant pedagogies, and inclusive teaching practices associated with Universal Design for Learning (UDL), both conceptually and through practical examples drawn from the literature. Four themes from the examples are discussed: teacher learning, student learning, collaborating, and connecting. Questions are provided to guide teachers as they consider their own multimodal literacies instruction. (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