Conclusion [Literacy in 3D]

Abstract

In concluding this book, we note several matters. We argue there is a three-fold value in the 3D model, as it has been elaborated here. It has, firstly, a pedagogic value. Secondly, it has a rhetorical value. Thirdly, it has a conceptual value: it has enabled a view of literacy, in both its practice and its pedagogy, that holds and brings together different ways of thinking, different theoretical and pedagogical traditions, while seeking to forge a new synthesis. In short, it has helped in (re) conceptualising literacy education. We think that the most generative models do something similar, in working across the pedagogic, rhetorical and conceptual registers.