T​‌‍‍‍‌‍‍‍‌‍‍‍‌‌‌‌‌‌‍‍​ASK back to top Folio of Multiliteracies Teaching & Assessment Strategies For this final assessment, you will create a folio of multiliteracies teaching and assessment strategies that you could use as a classroom teacher with your future students. You will need to select a learning topic in your subject area and find two examples each of written, spoken and visual texts relevant to the topic (six in total). 

Once you have a topic and the six texts, you will need to select and sequence literacy strategies specific to your subject area that you could use to teach and assess the diversity of students you are likely to be teaching. For this task, you will: Select a subject area learning topic and two examples each of written, spoken and visual texts relevant to the topic (six). Ensure that you can provide access to these texts in the appendices of your assignment: links (in the case of digital texts) or overviews where appropriate (in the case of texts that will be produced in cl​‌‍‍‍‌‍‍‍‌‍‍‍‌‌‌‌‌‌‍‍​assroom activity). Select SIX key subject-specific literacy strategies that you might use to teach and assess students with those SIX texts, being sure to cater to the diversity of students i.e. one key strategy per text.

 Discuss how (in what ways) you would teach and assess students in the topic you have chosen where you include an overview of the steps you would take for each of the six strategies and specify how each strategy relates to assessment. Be sure to acknowledge the academic source for the strategy. Sequence the strategies in the folio to reflect your understanding of scaffolding increasingly independent learning. Explain what aspects of multiliteracies the strategy addresses and the way that you would utilise the chosen text to develop a balanced literacy approach incorporating multiliteracies pedagogy. Relate these to the literacy learning needs of a diversity of students. Explain what information the strategy could provide when used for assessment (for and of learning)​‌‍‍‍‌‍‍‍‌‍‍‍‌‌‌‌‌‌‍‍​.


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