Abstract
A renewed focus on pedagogy is a pressing need as too often the incorporation of digital tools and multimodal texts into classroom programs is through traditional pedagogies. Limited pedagogical choices can fail to engage students actively in ways that foreground agency and enhance learning through maximising the affordances of the digital tools and texts. This chapter explores the use of Learning by Design as a means of integrating both multimodality and 21st century skills into subject area curriculum offerings. Foregrounding the rise of multimodality and 21st century skills and the challenges they pose for pedagogy, the chapter considers approaches to curriculum integration and positions Learning by Design as a pedagogically driven means of curriculum integration. Drawing on a case study, it then discusses one teacher’s renewed design and implementation of a unit of work in which multimodality and ‘21st century skills’ were integrated into literacy and subject area learning through Learning by Design.
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© 2015 Anne Cloonan
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Cloonan, A. (2015). Integrating by Design: Multimodality, 21st Century Skills and Subject Area Knowledge. In: Cope, B., Kalantzis, M. (eds) A Pedagogy of Multiliteracies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137539724_5
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DOI: https://doi.org/10.1057/9781137539724_5
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