Multiple Literacies in the ICT Age: Implications for Teachers and Teacher Educators, an Australian Perspective

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Author(s): Heather Fehring (RMIT, Australia)
Copyright: 2010
Pages: 27
Source title: Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments
Source Author(s)/Editor(s): Susan Rodrigues (University of Dundee, Scotland)
DOI: 10.4018/978-1-61520-690-2.ch011

Keywords: Digital Literacy / Educational Technologies / Information Science Reference / Library & Information Science

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Abstract

The exponentially changing world of the Information Age is reflected in the emphasis on multiple literacies and the impact of information communication technology (ICT) in teaching and learning practices in global educational environments. Students’ learning, teachers’ curricula and teacher education programmes are being adapted to these changing circumstances. The concept of multiple literacies has had a powerful influence on classroom practice. Multimodal and multidimensional curricula have become the standard for students from a very young age to lifelong learners. While discipline-specific literacies such as scientific literacy are widely acknowledged as essential components of a multiple literacies concept, notions of ‘information literacy’ have taken centre stage in discussions of students’ ability to access, retrieve and critically evaluate the information that floods the ICT driven delivery modes of the 21st century. However, it is important to remember that learning is a complex process, and that “Who is looking after our children?” is still an essential question to ask.

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Multiple Literacies in the ICT Age: Implications for Teachers and Teacher Educators, an Australian Perspective

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