Implementation Of Multiliteration Pedagogy in Education: A Socio-Cultural Perspective

Hafiz Muhammad  Farooq Abdullah; Abdul  Gaffar; Samsul  Arifin

doi:10.32806/jf.v12i02.7457

Authors

Hafiz Muhammad Farooq Abdullah Assistant Professor, Department of Interfaith Studies, Allama Iqbal Open University Islamabad
Abdul Gaffar IAI AL-Khairat Pamekasan
Samsul Arifin IAI AL-Khairat Pamekasan

DOI:

https://doi.org/10.32806/jf.v12i02.7457

Keywords:

Multiliteracies; Diversity; Inclusive education

Abstract

This article explains the concept and benefits of multiliteracy in education and the challenges and strategies associated with implementing multiliteracy in education. Multiliteracy is an approach that accommodates different forms of literacy, such as language, text, media, and culture. Using a systematic literature review, this research aims to investigate the implementation of multiliteracy pedagogy in educational contexts from a sociocultural perspective. The literature search will be conducted in several databases, including Scopus, ERIC, and Google Scholar. The study results show that multiliteracies can benefit students by increasing awareness and appreciation of cultural diversity, expanding global horizons, and fostering intercultural communication and collaboration. However, multiliteracies also pose challenges, such as considering socio-cultural influences on learning, integrating varied texts and media, and addressing intercultural gaps and conflicts. This article provides insights into the concept and benefits of multiliteracies in education and the challenges and strategies associated with implementing multiliteracies in education. It also suggests further research on the impact and implications of multiliteracies in education.

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