Baraa RRJ 3

Bull, G. and Anstey, M. (2007, April 20). What’s so different about multiliteracies?. www.curriculum.edu.au. Retrieved on April 13, 2011. From http://www.curriculum.edu.au/leader/whats_so_different_about_multiliteracies,18881.html?issueID=10766

Summary:
In this article, the authors said that literacy and literate practice should include a variety of knowledge, because of the globalization and technology progress. They said that students must be able to several things at the same time (multi-tasking). The authors mentioned that there are five semiotic systems: “the linguistic, the visual, the gestural, the spatial and the aural". So the 21st-century individuals need to be able to do use and deal with all five semiotic systems. Also, the authors mentioned that any multiliterate must be able to know every detail in a printed text or electronically-showed text in order to analyze and discover equivocation. Also, they said they prepared "professional development programs" to assist teachers in becoming advanced in multiliteracies comprehension. These programs, according to the authors, were designed to fit the needs of the clients, including some techniques and strategies to improve the teachers' performance. The authors said that teachers' participation is extremely important to integrate the use of multiliteracies. In addition, they described the obtained results of their multiliteracies projects.

Reaction:
In my opinion, this article is very useful, and it deals with a very modern aspect, multiliteracies. The main idea of this article is wonderful, because it suggests new methods and presents a mega project to make students familiar with 21st-century requirements. I think that the given details and the mentioned examples in this article are very well expressed, for the necessary skills on them the authors focused on the new needs which have become mandatory to survive in this era. Also, I think that such projects which the authors engaged in are very beneficial, because they will help us to provide the suitable environment to learn and to use multiliteracies. I think that the success in the projects of the authors is proved by the obtained results which show deep understandings to multiliteracies gained by the participating teachers. In addition, the participating teacher said that they improved their way of dealing with students; they get better, and this is evidence, in my opinion, which encourages people to take an interest in learning and teaching multiliteracies.