the multiliteracies model
Cope and Kalantzis (2000) have also charted a pedagogical framework to assist teachers in the effective delivery of multiliteracies pedagogy. Initially, this framework was known as the Multiliteracies Model, and incorporated four phases of the learning cycle to include: “Situated Practice based on the world of learners’ Designed and Designing experiences; Over Instruction through which students shape for themselves an explicit metalanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another” (Kalantzis & Cope, 2000, p. 31). Extrapolating this Multiliteracies Model, Kalantzis and Cope have drawn on eight knowledge processes that aim to inform meaning making pedagogy, which has been reconceptualised as Learning by Design (New Learning, n.d). These new knowledge processes, and how they relate to the initial Multiliteracies Model, is framed below.
Kalantzis and Cope have provided a pedagogical placemat to assist teachers in transforming their multiliteracies pedagogy through Learning by Design.
These eight new knowledge processes are represented visually in the diagram below.
These eight new knowledge processes are represented visually in the diagram below.