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anguage Teaching（ ELT）. While Kress (2003) states thatmultimodal teaching will lead to ‘deep changes’ in terms of writing, multiliteraciesand multimodality are essentially theoretical frameworks with little empiricalevidence to support improved learning. Hardly no comprehensible teaching model hasbeen laid out to bring multiliteracies in teaching writing that would give benefits tothe writing competence of the learners, so the effectiveness of MP in writing teachingneeds to be further verified.

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Chapter Two Literature Review

2.1 Multiliteracies Pedagogy

Multiliteracies pedagogy was developed by the New London Group in themid-nineties (New London Group 1996). The New London Group (1996) argue thatthe notions of design, available designs and redesign are fundamental to how wemake meaning with modern texts. Designing on-screen has not only transformed howwe make meaning, but also, transformed ways of reconstructing and renegotiating ouridentities.

2.1.1 Overview of MP

Introduced in 1996, Multiliteracies Pedagogy was grounded in two main ideas: (i)the expanding variety of text forms related to the expansion of mass media,multimedia and the Internet, and (ii) the increasing importance of linguistic andcultural diversity (New London Group 1996). The MP aims to create “learningenvironments in which the blackboard, textbook, exercise book and test areaugmented and at times replaced by digital technologies” (Kalantzis & Cope 2005).This pedagogy recognizes that not every learner brings the same lifeworldexperiences, linguistic ability, sociocultural resources, and interests to their learning,and it supports a multimodal approach where learners move between linguistic, visual,auditory, gestural and spatial modes of meaning-making and learning (Kalantzis &Cope 2005).

Figure 2-1: The Design Elements of Different Modes of Meaning

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2.2 Previous Studies on Multiliteracies Pedagogy

The Multiliteracies Pedagogy is a relatively young research object in education,with a history of only over 20 years. But many scholars and researchers have been thepotential of this new pedagogy and done much research on it. This part presentsprevious researches on the Multiliteracies Pedagogy abroad and at home.

2.2.1 Related Studies Abroad

In recent years, researchers have engaged in important dialogues about the needfor students to develop broad repertoires of literacy practices that are not onlyconfined to the traditional ability of reading and writing (Tan 2006; Pillai 2007; Cope& Kalantzis 2009; Cole & Moyle 2010). With rapid transformations occurring intoday’s interconnected technological world, it is relevant to integrate the teaching andlearning of writing skills within electronic and digital environments. Therefore, intoday’s writing classrooms, the role of the teacher is critical in providing ampleopportunities for students to engage with teaching materials that allow students tobring the people, languages, values, ideas and experiences of their lives outside theclassroom into their writing repertoires.

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