Ian M Brown

Developing multiliteracies in a technology-mediated environment

Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today’s learner is expected to be multiliterate – able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered.

Evaluating the validity of the online multiliteracy assessment tool

This study aims to assess the validity of the Online Multiliteracy Assessment for students in Years 5 and 6. The Online Multiliteracy Assessment measures students’ abilities in making and creating meaning, using a variety of different modes of communication, such as text, audio and video. The study involved selecting two groups of students: the first group (n=19) was used in two pilot studies of the items and the second (n=299) was used in a field trial validating the functioning of the items and assessing the quality of the scale. The results indicated that the Online Multiliteracy Assessment has acceptable test–retest reliability; however, the fit to the Rasch model was less than ideal. Further investigation identified two important areas for improvement. First, the items assessing the higher order skills of synthesising, communicating and creating need to be more cognitively demanding. Second, some items need to be modified in order to improve their functionality.

Media Analysis and Production: Developing Multiliteracies in Technology-Enhanced Environments

Abstract The transformation of our lives through new technologies and globalisation presents educators with the challenge of helping students to develop the skills and competencies that will enable them to function successfully in this dynamic society. This article reports on a single-case pilot study conducted to trial and evaluate an educational program and support resources. The purpose of this research was to explore whether this educational program implemented within a technology-rich environment, incorporating teaching and learning strategies based on constructivist approaches, supports the development of multiliteracies. A Grade 10 English class in a high school in New South Wales, Australia participated in the educational program that involved the analysis, construction and evaluation of media and news items. The study addressed the question of how the participation in a media analysis and production curriculum unit, influences the development of multiliteracies. Students’ understanding and use of key media, information, visual and technological concepts, as well as their understanding and use of technology were explored. The findings suggest that the implementation of such a program can assist students in developing multiliteracies and that most students found the experience of digital video construction motivating. Based on the findings from the pilot study the educational program and resources were revised and refined prior to the implementation of the study across multiple cases in the subsequent academic year.