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Using Multiliteracies and Multimodalities to Support Young Children's Learning

Using Multiliteracies and Multimodalities to Support Young Children's Learning

  • Marie Charles - Director, Many Faces in Teaching Research Organisation [MFIT]
  • Bill Boyle - Education Consultant, The World Bank

May 2014 | 160 pages | SAGE Publications Ltd

'This is a timely book that effectively challenges the current emphasis on a homogeneous approach to teaching, learning, and assessment in early literacy. It encourages us to engage with the real world complexity of young children’s learning and offers a series of rich and detailed examples of this in practice.' 
- Sally Neaum,Teesside and Durham Universities, and Author of Beyond Early Reading

Grounded in classroom practice, this practical book shows trainees and current teachers how to scaffold children’s literacy using a creative and supportive approach. It offers teaching strategies for Multiliteracies (fiction, expository/instructions, poetry, recount) and Multimodalities (reading, writing, speaking, listening, performing, illustrating) and helps to develop a relationship between teacher and learner.

Chapter topics include:

  • socio-dramatic play
  • collaboration
  • guided group teaching strategies
  • integration of genres.

This clear and accessible book will be extremely valuable to students and practitioners on PGCE programmes, B.Eds, Masters, workshop and conference CPD, and advanced Teaching Assistant training.

Marie Charles is a teacher, formative assessment researcher and consultant. Professor Bill Boyle was until recently Director of CFAS in the School of Education, University of Manchester. Both authors are regularly involved in school-based research across England and international teacher training programmes.

Using socio-dramatic play to support a beginning writer
How collaboration develops early years writing skills
The importance of multimodality and multiliteracies in developing young communicators
Using Big Books as visual literacies to support emergent writers
How a guided group teaching strategy can support emerging writers
An analysis of a guided group’s story writing
Introducing Early Years children to the importance of non-fiction for their writing development
The integration of genres (narrative to non-fiction) within a formative pedagogy
Concluding thoughts

We have decided to adopt another book that focuses on multimodal visual literacies

Mr Chris Ives
School of Teacher Development, Bishop Grosseteste University
July 8, 2020

This book is a real gem! It introduces the reader to the basic concepts of multimodality and multiliteracy. It is very important to have titles like this for early years education! Thanks so much authors for doing such a brilliant work and sharing your knowledge with us!

Dr Evgenia Theodotou
CASS School of Education & Communities, University of East London
March 27, 2019

The book provides useful information on linking theory to practice, a key aspect for undergraduate students.

Mrs Abigail Carolyn Gosling
Education Studies, Bedfordshire University
September 19, 2016

Helpful extension to course content. Great for signposting further issues to consider.

Dr Phil Kirkman
Faculty of Education, Cambridge University
May 6, 2016

This book will be good to support students needing extra reading around children's mark making and emergent writing. I particularly like the pictorial examples throughout the book - bringing some reality to the theory

Mrs Tanya Richardson
School of Education, Northampton University
April 23, 2015

very good book for the Primary Education module.

Miss Annette Trilk
childcare, Wakefield College
February 24, 2015

Very useful addition to my reading list.

Mrs Jan Gourd
Faculty of Education, University of St Mark & St John
February 17, 2015

An excellent read to understand young children's literacy using a creative and guided group teaching approach. It offers some rich examples from practice for teachers.

Mrs Jeenal Desai
Humanities and Education, Doncaster University Centre
February 6, 2015

This book is helpful in exploring and challenging the orthodoxy of current approaches to learning and teaching early literacy and the implications for young children and educators.
The examples and case studies are powerful in the ways in which visual literacies included can be understood and to facilitate children's meaning making in a variety of cultural contexts. Methodology and examples of research with children in the reading and writing process is considered from a range of modalities that enable practitioners to review the contemporary literacy practices in schools.

Dr Estelle Martin
Cass School of Education and Communities, University of East London
June 28, 2014

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