Open AccessAssessing Multiliteracies: Mismatches and Opportunities
Author(s) -
Maria José Botelho,
Julie Kerekes,
Eunice Eunhee Jang,
Shelley Stagg Peterson
Publication year - 2014
Publication title -
language and literacy
Language(s) - English
Resource type - Journals
ISSN - 1496-0974
DOI - 10.20360/g21g6w
Subject(s) - sociocultural evolution , literacy , active listening , divergence (linguistics) , reading (process) , sociology , critical literacy , underpinning , multimodality , pedagogy , psychology , linguistics , communication , philosophy , civil engineering , anthropology , engineering
While current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment. In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representing, to make sense of our new understandings, and showcase our knowledge construction. Our goal is to explore ways to translate the theories of multiliteracies into assessment practices that make visible children’s cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical processes with all kinds of texts.