Pedagogic Potentials of Multimodal Literacy

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Abstract
This chapter discusses the changed nature of literacy within new communication contexts, the literacy that is needed for reading, viewing, responding to and producing multimodal and digital texts. Potentials for redesigning literacy pedagogy within new modes of communication are demonstrated for educational contexts. As a basis for this discussion, the author analyses classroom evidence using examples of three case studies from a research project conducted in primary schools in Sydney, Australia. In the research project teachers in several primary schools worked with the author/researcher to consider ways of redesigning literacy pedagogy within e-learning and multimodal classroom contexts. Interesting and significant changes occurred in their classroom practice. Teachers developed programs that incorporated a range of technology, including Web 2.0, and were able to maintain a balance between print-based and new literacies. Examples are presented and discussed to highlight the differences in pedagogy needed for ‘multimodal literacy’ combined with traditional literacy practices.