A Pedagogy Of Multiliteracies: Designing Social Futures

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dc.contributor.author Cazden, C
dc.contributor.author Cope, B
dc.contributor.author Fairclough, N
dc.contributor.author Gee, J
dc.contributor.author Kalantzis, M
dc.contributor.author Kress, G
dc.contributor.author Luke, A
dc.contributor.author Luke, C
dc.contributor.author Michaels, S
dc.contributor.author Nakata, NM
dc.date.accessioned 2011-02-07T06:25:38Z
dc.date.issued 1996-01
dc.identifier.citation Harvard Educational Review, 1996, 66 (1), pp. 60 - 92
dc.identifier.issn 0017-8055
dc.identifier.other C1UNSUBMIT en_US
dc.identifier.uri http://hdl.handle.net/10453/13882
dc.description.abstract In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call ''multiliteracies.'' The authors argue th
dc.format Yes
dc.publisher Harvard Univ
dc.title A Pedagogy Of Multiliteracies: Designing Social Futures
dc.type Journal Article
dc.parent Harvard Educational Review
dc.journal.volume 1
dc.journal.volume 66
dc.journal.number 1 en_US
dc.publocation Cambridge en_US
dc.identifier.startpage 60 en_US
dc.identifier.endpage 92 en_US
dc.cauo.name Jumbunna en_US
dc.conference Verified OK en_US
dc.for 130301 Aboriginal and Torres Strait Islander Education
dc.personcode 030385
dc.percentage 100 en_US
dc.classification.name Aboriginal and Torres Strait Islander Education en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity ISI:A1996TX96500003 en_US
dc.description.keywords NA en_US
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Senior DVC
pubs.organisational-group /University of Technology Sydney/Senior DVC/Jumbunna
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10
utslib.collection.history Closed (ID: 3)

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