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2.1 Studies of Multiliteracies Theories
Since the theory of multiliteracies is based on Halliday’s functional grammar,paralinguistic symbols such as colors, music, images and gestures are not pay the important rolein modern information age. Paralinguistic symbols as well as linguistic symbols make thesymbol recourses broader and also take part in the construction of meanings. The termmultiliteracies can be used to refer to either “the combination of different semiotic modes, forexample, language and music-in a communicative artifact or event (Van Leeuwen, 2005:281) or“the diverse ways in which a number of distinct semiotic resourse systems are both codeployedand cocontextualised in the making of a text-specific meaning”(Baldry and Thibault,2006:21) .The first theories about visual part of multiliteracies are studies by Kress and Van Leeuwen.Based on Halliday’s sociosemiotic theory of visual grammar, they found that images alsoenable to express meanings as language dose. Kress is a top scholar; he studied the processes ofcommunication and concentrate on all kinds of models such as speech and writing. He and VanLeeuwen collaborated Reading Images: The Grammar of Visual Design. They also studiedsemantic relationships in visual symbols according to Holliday’s three metafunctions. In theend, they found visual symbols in the images can reflect all kinds of incidents in the objectiveand subjective worlds. Still, visual symbols can also present various relationships. As a result,they thought other visual modes such as colors, music, images and typography may meet theneeds of Holliday’s three metafunctions. Kress has put forward the new perspective for furthertheory; in his opinion, multimodality is not only a theoretical work but also the representation ofsocial practice. (Kress Gunther,2010).
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2.2 Application of Multiliteracies
The development of theories on multiliteracies certainly influenced literacy pedagogy.Both scholars abroad and in China have paid great attention and done a lot of researches onapplication of multiliteracies. The New London Group put forward four methods on how to teaching in multiliteraciespedagogy: (1) situated practice; (2) overt instruction; (3) critical framing; (4) transformedpractice. Under the instruction of these four methods, not only teachers but also students shouldcomplete the transformation of the roles during teaching and learning in class. Firstly, teachersshould change the pedagogy of teaching. For example, initiative learning, which is appliedwidely in class teaching, is one model of class teaching. Also, the independence-interactiveteaching model is a manageable and effective model. In fact, teachers should change the teachingmodel from imparting knowledge mainly into focus on students’ constructing knowledge on theirown initiative. Secondly, teachers should optimize the network resources to establish multimodalteaching pedagogy.
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Chapter Three Theoretical Framework .....26
3.1 The Language as Social Semiotic Theory of Halliday.....26
3.2 The New London Group and Multiliteracies Pedagogy.........27
3.3 Multiliteracies.......28
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