Learning Objective
Learning Objective
Embedded Files
By completing this topic, you will expected to:
Describe the concept of Multiliteracy
Examine the multiliteracy skills through interpreting visual texts, cases, and data
Evaluate the importance and challenges for Multiliteracy in Indonesian Education
Learning Outcome
Learning Outcome
By completing this topic, you will be able to:
Comprehend the concept of multiliteracy and its critical issues.
Review multiliteracy framework as a new 21st-century skill.
Analyze and reflect on challenges of implementing multiliteracy in diverse educational contexts.
Multiliteracy has become a necessity in the 21st century because advances in digital technology have transformed the way humans learn, communicate, and obtain information.
These changes have also shaped the characteristics of students, making them different from those of previous generations. Students now grow up in a digital environment, accustomed to quickly accessing information, learning independently, and preferring interactive, visual, collaborative, and real-life learning.
Therefore, students need to master various types of literacy, such as digital, media, visual, and intercultural literacy, to be able to select valid information, think critically, use technology responsibly, and communicate effectively in an increasingly globally connected society. This is what makes the multiliteracy approach one of the important competencies in 21st century education.
Nabhan, S., & Habók, A. (2025). Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education. System, 131. https://doi.org/10.1016/j.system.2025.103673
Rufaidah, D., Andayani, & Wardani, N. E. (2025). Multiliteracy-Based Differentiated Instruction for Language Learning in the Center of Excellence Vocational High Schools. World Journal of English Language, 15(3), 90–102. https://doi.org/10.5430/wjel.v15n3p90
Based on your observations of the two journals, answer the following questions!
What similarities do you notice regarding the concept of multiliteracy?
Have you experienced multiliteracy practices in your classroom?
What is the difference between literacy and multiliteracy?
Let's Discuss
Let's Discuss
What do you get from the video?
Do you think multiliteracy is more effective than traditional literacy? Why?
Do you think multiliteracy can be effectively implemented in Indonesian classrooms? Why or why not?
To implement the concept of multiliteracies, teachers need to possess competencies that support learning in the digital age. These competencies are described in the Teacher Multiliteracies Framework developed by Nabhan and Habók (2025) for English teachers.
Analyze the multiliteracy framework below!
Do you think these skills are necessary for English teachers in the digital era? Why?
How can teachers develop these multiliteracy skills in classroom practice?
One application of the multiliteracy concept in learning is through Instructional Sequences that integrate Visual Thinking Strategies (VTS).
Situated Learning: Students learn from real-life experiences or situations by observing various stimuli, such as images, videos, or infographics.
Overt Instruction: The teacher provides explanations and guidance to help students understand the concepts being learned.
Critical Framing: Students analyze, discuss, and evaluate information from various perspectives.
Transformed Practice: Students apply their understanding by creating work or completing assignments, such as presentations, infographics, or projects.
Learning approaches must keep pace with the times. Among the many approaches available, one contemporary approach is the multimodal text approach. As explained by the Ministry of Education, Culture, Research, and Technology (2024), this refers to written content presented through a combination of modes, including text, visuals (static images), speech (audio), and video.
Source: oduaimage
Observe and Discuss The Picture!
What do you see from the picture?
What might the student who is raising their hand be thinking or feeling? Why?
Do you think every school uses the same teaching method? Why?
Source: antarasulteng
Discuss The Difference!
In this picture, are they using different teaching methods
Identify examples of visual, audio, and textual modes in this picture?
Do you think this teaching method support multiliteracy development? Why?
Source: pesisirselatankabupaten.go.id
Source: gettyimagesignature
Analyze the pictures and supporting data critically
What problems can you identify from the picture? What factors may contribute to these problems?
What challenges may Indonesian schools face when implementing multiliteracy-based learning?
Many Indonesian teachers have implemented multimodal text approaches and attempted to apply multiliteracy pedagogy. However:
How can multiliteracies pedagogy be implemented in the Indonesian education system to address the needs of 21st-century learners?
Reference
Reference
1996 A Pedagogy of Multiliteracies: Designing Social Futures (New London Group, Harvard Educational Review introducing the multiliteracies framework)
2009 Multiliteracies: New Literacies, New Learning (Pedagogies: An International Journal refining multiliteracies pedagogy for digital and global contexts)
2015 The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies (Chapter outlining the four pedagogical orientations)
2015 A Pedagogy of Multiliteracies: Learning by Design. First Edition. Palgrave Macmillan
2023 Multiliteracies in International Educational Contexts (Routledge) linking multiliteracies to equity and justice
2023 Literacy in the Time of Ar tificial Intelligence (Reading Research Quarterly applying multiliteracies to AI-driven literacy practices)
2025 Dewantari, I. D., & Habib, M. R. Membangun Keterampilan Abad 21 dalam Konsep Pembelajaran Multiliterasi di Era Pendidikan Modern. Fundamental Journal of Elementary Education, 1(3).
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