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Thursday, June 23 • 13:45 - 14:45
PK07.14c - Supporting multiliterate students and rethinking teacher pedagogy in higher education

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Multiliteracies and multimodal pedagogies in K-12 education are changing the way literacy is conceptualized beyond reading and writing printed text. These practices have shifted the focus onto a student-centered and student-as-designer pedagogy with the aim of improving the quality of education. The implications of this change in teacher literacy practices in schools is that teacher pedagogies in higher education will also need to evolve to meet the needs of the 21st century learner. Many graduate programs highlight the importance of originality, creativity, and thoroughness, however there appear to be few multiliteracy options available in higher education courses, even in online and blended learning spaces. Blogging, for example, is a multi-faceted digital space, which can draw upon one's multiple resources, while at the same time creating space(s) for a more fluid communication or expression. Using social media, e.g. Twitter, also has the potential to be an effective pedagogical tool, yet these technologies challenge the convential conception of teacher practice, social space, social practices, and schedules. Rooted in the current literature in graduate-level teacher professional learning in multiliteracies pedagogies in collaboration with research on the use of blogging in higher education, the aim of this presentation is to tell a story, in a multimodal format, about the need to engage our students with more expansive pedagogies. The session participants will gain an understanding of the ways in which educators can engage with multiliteracies and multimodality. This is with the aim to have programs designed which promote inclusive practices to create more equitable education programs for a diversity of students. Potential learning outcomes for this session include an introduction and initial understanding of multiliteracies and multimodality and its importance for offering more inclusive, student-centered programs and teaching practices in higher education and to offer examples of tools educators can use to engage with 21st century students.

avatar for Joelle Nagle

Joelle Nagle

Western University
Joelle Nagle is a PhD candidate at Western University in London, Ontario. Her research interests include the professional learning of teachers in graduate education, multiliteracies, and multimodalities in teaching and learning, as well as using social media as a venue for professional... Read More →

Annie Tran

Annie Tran is a doctoral student at the Faculty of Education at Western University in London, Ontario. Her research includes multiliteracies in higher education, in particular multimodal logic and alternative formats for academic dissertations. Her previous research focused on the... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
Weldon Library 258