Authors : Barrioga, Lissandra F.; Del Rosario, Romalaine D.; Tulalian, Cyril Anne C.

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/4m8u2xxc

Scribd : https://tinyurl.com/ysx6nr8d

DOI : https://doi.org/10.5281/zenodo.14979657

Abstract : At present, twenty-first century, multiliteracies refers to one of the major aspects of language use in which meaning is created in increasingly multimodal ways. It is a way of students to comprehend information and creating meaning by manipulating individual modes of interaction and meaning making. Tan and Ang's (2020) findings revealed that teachers had difficulty engaging students in meaningful multiliteracies practices. The study’s purpose was to identify the various multiliteracies practices of senior high school teachers across strands at a Philippine university, as well as to provide multiliteracies guidelines for lesson planning. The researchers evaluated the teachers' practices using a descriptive quantitative research design. The respondents were 43 teachers from five learning areas: Research, English and Humanities, Philosophy and FCL, Science and Mathematics. As an assessment tool for the teachers' practices, a validated researcher- created questionnaire was used. The findings revealed that in the Science Learning Area, teachers demonstrated their ability to check students' retention of discussed topics through oral presentations, recitations, and games with a mean average of 3.83, whereas in the Math Learning Area, teachers used organized informational texts, instructional videos, and lecture discussions with a mean average of 3.88. Furthermore, all of the other teachers from various learning areas have used various multiliteracies practices in their lessons. It is concluded that senior high school teachers from various learning areas use multiliteracies in their classrooms. A multiliteracy lesson planning guideline was developed to serve as a model.

Keywords : Multiliteracies, Lesson Plan.

References :

1. Bintarik, L., Yuniawamatika, & Untari, E. (2018). Development of Scientific Learning Model Based on Multiliteracies in 2013 Basic School Curriculum. Advances in Social Science, Education and Humanities Research, 285.
2. Cole, D., & Pullen, D. (2009, January). (PDF) multiliteracies in Motion: Current theory and practice - researchgate. https://www.researchgate.net/publication/264159894_Multiliteracies_in_ Motion_Current_Theory_and_Practice Cope, W., & Kalantzis, M. (2009, August). Multiliteracies Approach in “Multiliteracies”: New Literacies, New Learning. https://www.researchgate.net/.
3. Lewis, T. M., & Sanford, K. (2022). Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic. Language and Literacy, 24(1). https://files.eric.ed.gov/fulltext/EJ1074880.pdf
4. Navehebrahim (2011). Multiliteracies approach to empower learning and teaching engagement. Procedia - Social and Behavioral Sciences. https://www.sciencedirect.com/science/article/pii/S1877042811027765
5. Shoffner, M., de Oliveira, L.C. & Angus, R. (2010). Multiliteracies in the Secondary English Classroom: Becoming Literate in the 21st Century. English Teaching: Practice and Critique, 9(3), 75-89. Retrieved February 20, 2022 from https://www.learntechlib.org/p/51551/.
6. Tricamo, Laurie (2020) "Multiliteracies, Multimodalities, and Social Studies Education," Proceedings of GREAT Day: Vol. 2020, Article 21. Available at: https://knightscholar.geneseo.edu/proceedings-of-greatday/vol2020/iss1/21.
7. Tsang, K. S. (2015a). Reconceptualising Science Education Practices from New Literacies Research. Science Education International, 26(3). https://files.eric.ed.gov/fulltext/EJ1074880.pdf