Exploring multiliteracies in the digital era: A framework for 21st-century learning
DOI:
https://doi.org/10.69496/cjess.v2i1.50Keywords:
Active construction, Collaborative interactivity, Digital literacies, Diversity in communication, Lifelong learningAbstract
In the last thirty years, the multiliteracies approach to literacy instruction has substantially developed to meet the requirements of the digital age and globalization. It aims to redefine literacy by providing students with skills that transcend the conventional emphasis on speaking, listening, reading, and writing. Multiliteracies prioritize the capacity to create intricate, multidimensional, and multi-semiotic texts, while also equipping learners to engage with varied texts enhanced by cultural resources. To address the demands of a swiftly changing world, experts in this domain call for a more fundamental and comprehensive education that reshapes communication, identity, and knowledge. Thus, this technique requires a theoretical framework that includes the linguistic, semiotic, and social aspects of literacy. This article analyzes the alignment of multiliteracies training with the multimodal and global framework of literacy development. It starts by defining and examining multiliteracies as a broad concept, highlighting its capacity to transform educational delivery. The subsequent discussion examines its beginnings as a teaching method, curricular emphasis, and learning framework, utilizing examples from many worldwide contexts. Furthermore, the consequences of this technique are evaluated to demonstrate its potentially revolutionary effect on current literacy challenges. This article also enhances the discourse on literacy teaching by providing both theoretical insights and practical answers, emphasizing the necessity of equipping students for a progressively linked and digital landscape. Finally, future studies might employ original data to have deeper analyses.
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