Overview and Synthesis for people who are unable to access the facebook account.

1. Over view/Synthesis of annotated
articles.

2. The annotations of these ten articles explored the ideas of
multiliteracies, the Four Resources Model, critical literacy and diversity
in the classroom. Majourity of the articles are based on The New
London Groups work on multiliteracies and Luke and Freebody’s Four
Resources Model. The term ‘multiliteracies’ refers to the
understanding, using and critically evaluating different multi-modal
texts that are constantly developing and evolving because of cultural
and societal changes and the use of new information and
communications technologies such as visual, written and oral (Jan
2009). It is evident that several Multiliteracy frameworks and
pedagogical approaches were discussed throughout the journals. Luke
and Freebody’s Four Resources Model was another connection which
was developed throughout these articles as their work has influenced
the way in which we view literacy teaching and learning (Freebody &
Luke, 1990).

3. After reviewing these ten articles it has become evident
that there are four main approaches when applying the
pedagogy of multiliteracies. The first of which is Luke and
Freebody’s Four Resource Model, with its code breaker,
text user, text participant and text analyst. Secondly there
are the four Multiliteracy components. These are situated
practice, overt instruction, critical framing and
transformed practice. The next pedagogical approach
which is used within the multiliteracies pedagogy with
the concepts of visual design, gestural design, spatial
design, audio design and linguistic design. Finally there is
the learning by design elements, with experiencing,
applying, and conceptualising.

4. Frameworks within the articles focus on Cope and
Kalantzis’ Learning by Design framework and the
multiliteracies approach. The Four Resources Model is
also referenced widely in the articles and often in
combination with the multiliteracies approach. These
approaches are referred to in many of the current articles
and perspectives on 21st century literacy education. As a
result of diverse classroom environments in today’s
society, educators need to adopt a combination of these
approaches to make students successful literacy learners.
Each article and book chapter provides another essential
step in the long process of becoming a successful literacy
educator in the future.

5. Critical literacy is developed from Pablo Freire’s
theory of critical pedagogy, which called for a
sweeping transformation in education so that
teachers and students ask fundamental
questions relating to knowledge, justice and
equity (McDaniel, 2004; Wink 2000).

6. It is extremely important for past, present and
future teachers to have a deep understanding of
the multiliteracies pedagogy, to be aware of
diversities, identify individual students’
differences and effectively embrace this new
literacies pedagogy. For a teacher to be
successful with teaching multiliteracies to
students they will continually have to evaluate
their own teaching methods and adjust
accordingly.

7. References
McDaniel, C. (2004). Critical literacy: A questioning
stance and the possibility for change. The reading
teacher, 57, 472-481.
Wink, J. (2000). Critical pedagogy: Notes from the
real world (2nd ed.). New York: Longman.
To visit the annotations of the articles and the
critical reflection please visit:
http://www.slideshare.net/kait_91/edx3270-
12064177