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Findings advocate open-ended, flexible literacy education and strengthened initial teacher programs to advance diversity and inclusion.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/new-approaches-to-literacy-problems-multiliteracies-and-inclusive-pedagogies/593871/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/new-approaches-to-literacy-problems-multiliteracies-and-inclusive-pedagogies/593871.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the study?","Question",{"text":63,"@type":64},"The study examines multiliteracies and inclusivity, emphasizing how scaffolding can facilitate meaningful literacy learning for students facing challenges in print-based classroom tasks.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper connect home and classroom literacy experiences?",{"text":68,"@type":64},"It analyzes how scaffolding bridges home and school literacy, and describes a multimodal literacy program using iMovies and audiobooks to link Hannah’s home-driven arts engagement with classroom learning.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings suggest for literacy education and teacher preparation?",{"text":72,"@type":64},"The findings call for open-ended, flexible approaches to literacy education and for reinvigorating initial teacher programs to better support diversity and inclusion.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593871,1792170857,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44  Issue 11 | Article 4 |\n| --- | --- |\n| 2020\u003Cbr>New Approaches to Literacy Problems: Multiliteracies and Inclusive Pedagogies\u003Cbr>Rachel J. Drewry\u003Cbr>Murdoch University, [r.drewry@murdoch.edu.au](r.drewry@murdoch.edu.au)\u003Cbr>[Wendy M. Cumming-Potvin](Wendy M. Cumming-Potvin)\u003Cbr>Murdoch University, [w.cumming-potvin@murdoch.edu.au](w.cumming-potvin@murdoch.edu.au)\u003Cbr>Dorit Maor\u003Cbr>Murdoch University, [d.maor@murdoch.edu.au](d.maor@murdoch.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Elementary Education Commons, Language and Literacy Education Commons, and the Special Education and Teaching Commons |  |\n\nRecommended Citation  \nDrewry, R. J., Cumming-Potvin, W. M., & Maor, D. (2019) . New Approaches to Literacy Problems: Multiliteracies and Inclusive Pedagogies. Australian Journal of Teacher Education, 44(11) . Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss11/4](https://ro.ecu.edu.au/ajte/vol44/iss11/4)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss11/4](https://ro.ecu.edu.au/ajte/vol44/iss11/4)  \nNew Approaches to Literacy Problems: Multiliteracies and Inclusive  \nPedagogies  \nRachel Drewry  \nWendy Cumming-Potvin  \nDorit Maor  \nMurdoch University  \nAbstract: This paper is based on a qualitative study examining  \nmultiliteracies (New London Group, 1996, 2000) and inclusivity.  \nUnderpinned by a socio-cultural approach, the study examined ways  \nto facilitate meaningful literacy learning for students experiencing  \nchallenges in print-based, classroom activities. Key to this research  \nwas an analysis of how scaffolding was used to bridge home and  \nschool communities. This paper focuses on one of the study’s  \nstudents, Hannah, who exhibited extensive engagement with  \nmultiliteracies at home-driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the  \nclassroom were, at times, challenging and considerably different to  \nthose with which she engaged at home. Featuring iMovies and  \naudiobooks, a multimodal literacy program connected the home and  \nclassroom, facilitating Hannah’s exploration of multimodality.  \nFindings call for open-ended, flexible approaches to literacy  \neducation and a reinvigoration of initial teacher programs, to support  \ndiversity and inclusion in literacy education.  \nIntroduction  \nOver the past two decades, many researchers have contributed to areconceptualisation of literacy by challenging traditional models and theorising literacy as asocial and cultural practice (Bull & Anstey, 2010; Gee, 1992; Kress, 2000, 2010; New London Group, 1996; Vasquez, Janks, & Comber, 2019) . A sociocultural view regards literacy practices as everyday social activities that take place in homes, schools or communities. Being literate involves understanding not only how to decode; it also involves being aware of the social and cultural contexts that surround various texts (Davies, 2012) . A move toward a broader definition of literacy, away from a definition that focuses solely on skills and knowledge, has been fundamental in the shift towards multiliteracies. Adopting asociocultural approach, this study aimed to generate new understandings about the learning of students experiencing literacy challenges in the classroom.  \nReminding educators to adopt a balanced approach to literacy learning and to engage with literacy on a multitude of levels, it is the contention of this article that a pedagogy of multiliteracies framework (New London Group, 1996, 2000) represents a complimentary structure upon which to facilitate inclusive pedagogical practice (Florian, 2014a, 2015a) . Concerns about inclusion, diversity and the celebration of difference are central to a pedagogy of multiliteracies. Notwithstanding some key ","cbCaipWVQ5VsZlG1","https://ap.wps.com/l/cbCaipWVQ5VsZlG1","pdf",519070,"English","# Abstract\n# Introduction\n## Redefining literacy through sociocultural perspectives\n## Multiliteracies pedagogy and inclusive practice\n# Study focus and approach\n## Scaffolding bridging home and school literacy\n## Case study of Hannah and multimodal program\n# Implications","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines multiliteracies and inclusivity, emphasizing how scaffolding can facilitate meaningful literacy learning for students facing challenges in print-based classroom tasks.\"},{\"question\":\"How does the paper connect home and classroom literacy experiences?\",\"answer\":\"It analyzes how scaffolding bridges home and school literacy, and describes a multimodal literacy program using iMovies and audiobooks to link Hannah’s home-driven arts engagement with classroom learning.\"},{\"question\":\"What do the findings suggest for literacy education and teacher preparation?\",\"answer\":\"The findings call for open-ended, flexible approaches to literacy education and for reinvigorating initial teacher programs to better support diversity and inclusion.\"}]","New Approaches to Literacy Problems - Multiliteracies and Inclusive Pedagogies | PDF",1792078079,48]