Using Multiliteracies and Multimodalities to Support Young Children's Learning
- Marie Charles - Director, Many Faces in Teaching Research Organisation [MFIT]
- Bill Boyle - Education Consultant, The World Bank
'This is a timely book that effectively challenges the current emphasis on a homogeneous approach to teaching, learning, and assessment in early literacy. It encourages us to engage with the real world complexity of young children’s learning and offers a series of rich and detailed examples of this in practice.'
- Sally Neaum,Teesside and Durham Universities, and Author of Beyond Early Reading
Grounded in classroom practice, this practical book shows trainees and current teachers how to scaffold children’s literacy using a creative and supportive approach. It offers teaching strategies for Multiliteracies (fiction, expository/instructions, poetry, recount) and Multimodalities (reading, writing, speaking, listening, performing, illustrating) and helps to develop a relationship between teacher and learner.
Chapter topics include:
- socio-dramatic play
- collaboration
- guided group teaching strategies
- integration of genres.
This clear and accessible book will be extremely valuable to students and practitioners on PGCE programmes, B.Eds, Masters, workshop and conference CPD, and advanced Teaching Assistant training.
Marie Charles is a teacher, formative assessment researcher and consultant. Professor Bill Boyle was until recently Director of CFAS in the School of Education, University of Manchester. Both authors are regularly involved in school-based research across England and international teacher training programmes.
This book is helpful in exploring and challenging the orthodoxy of current approaches to learning and teaching early literacy and the implications for young children and educators.
The examples and case studies are powerful in the ways in which visual literacies included can be understood and to facilitate children's meaning making in a variety of cultural contexts. Methodology and examples of research with children in the reading and writing process is considered from a range of modalities that enable practitioners to review the contemporary literacy practices in schools.
