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First, I would like to discuss my understanding of Hazard’s viewpoint that “identity, literacy, and education are socially constructed” (Hazard, 2019, p.8). He is essentially explaining a fact: the formation of personal identity, the composition of knowledge content, and the formation of ideological concepts are the results of the long-term influence of the country, society, community, and family in which one lives. People are, of course, products of society. I strongly agree with his viewpoint. He recognizes the new demands that the broader social environment places on the new generation of young people and sees the gap between traditional education and these demands. Therefore, he proposes using a multiliteracies approach to support students in developing relevant skills in the context of the 21st century, so that education can better fulfill its mission of empowering the next generation.
As for how to adjust teaching strategies, especially using the multiliteracies approach to meet the needs of different students, we can perhaps proceed with the following steps. First, thoroughly research which parts of the courses you teach are suitable for using communication modes under the multiliteracies approach. Second, make practical adjustments based on specific teaching content in each part, such as incorporating diverse texts and media, project-based learning, and multimodal assignments, etc. to make the learning process more engaging and inclusive. For example, our forum assignment is an instance of using digital platforms to replace traditional writing for interactive reflection, which is also “an extension of instructional practices that supported dialogue, reflection, and self-assessment for the purpose of continuous professional improvement and facilitating independent learners”(Kayler & Weller 2007). Third, pay attention to student performance and feedback as a basis for future adjustments.
References
Hazard, R. (2019, July). Supporting 21st century skills in language and literacy classrooms with a multiliteracies approach [Conference presentation]. European Conference on Language Learning, University College London, London, United Kingdom.
Kayler, M., & Weller, K. (2007). Pedagogy, self-assessment, and online discussion groups. Journal of Educational Technology & Society, 10(1), 136-147.
Min, I appreciate how you’ve synthesized Hazard’s (2019) viewpoint on the social construction of identity, literacy, and education. Your reflection demonstrates a clear understanding of the need for education to evolve in response to the changing demands of society. I also like how you’ve outlined practical steps for incorporating the multiliteracies approach, emphasizing the use of diverse texts, media, and project-based learning to engage students. Your example of using digital platforms for interactive reflection is a great application of theory into practice, and your focus on adjusting strategies based on student feedback shows a commitment to continuous improvement. Great work!
Thanks for your comment and encouragement!
Min, your ideas are very practical. You give clear steps teachers can follow, like using digital tools or mixing up teaching with videos and projects. I really want to share my experience, when I was a student, watching a video or playing a tittle game were always attractive to me, which made the class interesting and efficiency. Your article really makes sense for today’s world. It shows why students need to learn technological skills for modern life, like using AI. However, some teachers in old schools might worry. They think this could take away important skills like reading and writing skills. Further more, some urban schools might not afford digital tools. All in all, Min, your article is a good start for thinking about new ways to teach. It offers practical steps to inspire teachers to rethink their teaching methods.
Thanks for your comment Weili!