Revisioning curriculum through the transmulitliteracies sustaining pedagogy approach

Abstract

The increasing awareness of diversity in the classroom requires preservice teachers to sustain equity in education. To do so, they need to use different modalities to nurture student learning experiences as students continue to create their literate identity. This study examined preservice teachers, including literacy and non-literacy majors, using the pedagogical content knowledge of multiliteracies survey instrument to compare their knowledge of multiliteracies pedagogy. Multiliteracies foster creative, innovative, engaging, and meaningful learning experiences for all students. Results of the study indicated no significant mean differences in the knowledge of multiliteracies between preservice teachers with literacy specializations and those with a different specialization. The study provides a new concept for drawing on monolingual, bilingual, and multilingual learner assets, the transmultiliteracies sustaining pedagogy approach. This interdisciplinary pedagogical approach ensures teachers, whether literacy or non-literacy majors, can make instructional and curricular decisions that meet student needs. Study findings provide a new consideration for pedagogical practices across curricula in teacher education programs.

Keywords

• Literacy
• Transmultiliteracies sustaining pedagogy
• Multiliteracies pedagogy
• Preservice teachers
• Equity in the curriculum