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dc.contributor.advisorCimbricz, Sandra
dc.contributor.authorGreco, Daniel C.
dc.date.accessioned2021-09-07T21:58:00Z
dc.date.available2021-09-07T21:58:00Z
dc.date.issued2015-12-18
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5852
dc.description.abstractToday’s technological advancements provide cause for literacy educators to think about literacy as many literacies or multiliteracies (Cimbricz & Rath, 2015). This analytical review explores the construct of multiliteracy in hopes of discovering how to help students become multiliterate and learn the many literacies important to today’s world. This review examines four case studies that speak to the actual impact multiliteracies has on student and teacher learning. My analysis suggests that in some cases, student engagement improved when the teaching and learning of multiliteracies were used in schools. Furthermore, the integration of multiple modes of meaning making seemed to better meet the needs of all students in the classroom. Unfortunately, mot much is known about multiliteracies, and its actual impact on student and teacher learning remains relatively unknown.
dc.subjectMultiliteracies
dc.subjectMultimodality
dc.subjectUDL
dc.titleMultiliteracies: Bringing Multimodality into Schools
dc.typethesis
refterms.dateFOA2021-09-07T21:58:00Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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