Teaching early years English/literacy using multiliteracies pedagogy that included inquiry curriculum and online social media to engage parents

Abstract

This presentation presents English/literacy research into multiliteracies pedagogy in three different early-years classrooms in one school that used inquiry curriculum and social media to engage parents/caregivers in student learning. The teachers used Seesaw as a multimedia platform which enabled the students to produce a range of different oral and written text types that combined audio, visual, gestural, spatial, and linguistic modes. Seesaw enabled students to easily share these texts with their parents/carers. The processes of text production enhanced teaching and learning by expanding the resources available to students individually and collectively. These included: increased knowledge and understanding of text types and the choices available to them as critical producers and consumers of texts; enhanced forms of communication, presentation, and dissemination of texts; and more access to teacher, peer, and parent/caregiver feedback throughout text production. The presentation discusses positive changes in student agency and how multiliteracies pedagogy that included inquiry curriculum and online social media to encourage parent-school engagement contributed to their learning in English/literacy. The presentation also explores the challenges and opportunities for teachers of using online social media to engage parents/caregivers in student learning in English/literacy. Future possible classroom and research projects are discussed.