A Pedagogy of Multiliteracies
Abstract
The concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Different less traditional educational theories share the common belief that actively engaging with educational artefacts and learning ecologies allows pupils to construct their own knowledge and understanding.
“Different, less ‘traditional’ educational theories, sharing the common belief that actively engaging with educational artefacts and learning ecologies allows pupils to construct their own knowledge and understanding”
From Active inference goes to school: the importance of active learning in the age of large language models (2024) · cites this paper as [125]
Cited by
Sorted by citations
Academic Ableism: Disability and Higher Education
Dolmage, J. (2017) · University of Michigan Press eBooks · doi:10.3998/mpub.9708722 · Cited by 884 · see citing works
Futures literacy and the diversity of the future
Mangnus, A. C., Oomen, J., Vervoort, J. M., & Hajer, M. A. (2021) · Futures · doi:10.1016/j.futures.2021.102793 · Cited by 181 · see citing works
Di Paolo, L. D., White, B., Guénin-Carlut, A., Constant, A., & Clark, A. (2024) · Philosophical Transactions of the Royal Society B: Biological Sciences · doi:10.1098/rstb.2023.0148 · Cited by 14 · see citing works
“…and understanding, often eschew extrinsic evaluation systems like grades and exams and focus more on personal interests and curious exploration (e.g. constructionism [120–122]; democratic school [93,123]; Reggio Emilia approach [124]; place-based education [125]; learning by design [126,127]).”
BackgroundUbani, M. (2025) · Religious Education · doi:10.1080/00344087.2025.2510741 · Cited by 11 · see citing works
- Authors
- Cope, B., & Kalantzis, M.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- ORCID
- Bill Cope
- Venue
- Palgrave Macmillan UK eBooks
- Publisher
- Palgrave Macmillan UK
- Published
- 2015
- OpenAlex
- W2488556065
- Cited by
- 344
- References
- 0
- Citations by year
- 2026: 37 · 2025: 41 · 2024: 24 · 2023: 40 · 2022: 28 · 2021: 26 · 2020: 32 · 2019: 19 · 2018: 13 · 2017: 15 · 2016: 28 · 2015: 13 · 2014: 15 · 2013: 1
- FWCI
- 64.91
- Type
- book
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Palgrave Macmillan UK eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Social Sciences › Communication › Media, Communication, and Education
- Keywords
- multiliteracies, pedagogy, New London Group, literacy education, multimodal literacy, teaching-learning process
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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