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Managing creativity. Rotman Magazine, Spring/Summer, 20 – 23. Wright, S. (2003). The Arts, Young Children, and Learning. Boston: Allyn & Bacon. 17 18 Chapter 2 Multimodal, Multiliteracies: Texts and Literacies for the 21st Century Radha Iyer Queensland University of Technology, Australia Carmen Luke Queensland University of Technology, Australia abstRact The shift from traditional definitions of literacy focused upon print, primarily reading and writing, to multiple literacies has highlighted the significance of attending to different modes of text design and multiple forms of knowledge processes.
The natives aren’t quite so restless. The Australian, p. 33. Sharpnack, R. (2005). The Power of Shifting Context. In L. Coughlin, E. Wingard & K. ), Enlightened Power (pp. 39 - 52). San Francisco, CA: Jossey-Bass. , & Baguley, M. (2008). The aims of art education: An analysis of visual art in Tasmania’s Essential Learnings Curriculum. Australian Online Journal of Arts Education, 4(1), 1–16. , & Williamson, M. (1997). Practicing Leadership: Principles and Applications. New York: John Wiley & Sons, Inc.
The growing range of technologies has resulted in a diverse range of modes and discourses to occur resulting in a global context in which to search for and present information. Educators have necessarily re-evaluated what literacy skills students require in order to function effectively as members of society. A number of assumptions about learners have been made in this process including that young people are necessarily technologically literate. However, it appears that this cannot always be assumed and that a cooperative, collaborative approach is required throughout society to enable its participants to understand and communicate using the various modes related to a range of electronic texts.