• A Pedagogy of Multiliteracies.
  • Developing Pedagogies for Multiliteracies.
  • Multiliteracies and technology.

Moral supervision by the pedagogue (paidagogos) was significant in terms of status

Mobilising multiliteracies: pedagogy for mobile students.

Multiliteracies in Motion: Current Theory and Practice.

The pedagogue was responsible for every aspect of the child’s upbringing from correcting grammar and diction to controlling his or her sexual morals. Reciting a pedagogue’s advice, Seneca said, “Walk thus and so; eat thus and so, this is the proper conduct for a man and that for a woman; this for a married man and that for a bachelor’. (Smith 2006: 201)

Developing multiliteracies in a technology-mediated environment.

Employing a pedagogue was a custom that went far beyond Greek society. Well-to-do Romans and some Jews placed their children in the care and oversight of trusted slaves. As Young (1987) notes, it was a continuous (and ever widening) practice from the fifth century B.C. until late into imperial times (quoted in Smith 2006). He further reports that brothers sometimes shared one pedagogue in Greek society. In contrast, in Roman society there were often several pedagogues in each family, including female overseers for girls. This tradition of accompanying and bag carrying could still be found in more recent systems of slavery such as that found in the United States – as Booker T Washington recounted in his autobiography Up from Slavery (1963).


Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth: Penguin.

Technology engages students and enriches learning!
It encourages collaboration and learning at home: 24/7 access to information with the internet.
The 5 Elements of Design
Semiotic Systems
Multiliteracies that we incorporate in to teaching must be based around the 5 design elements that make up Semiotic Systems.
Make meaning and create using the 5:
Visual; Audio; Linguistic; Spatial; Gestural
For a text or literacy learning to be multimodal it must include at least 2 of these systems (Ljungdahl, 2010 in Winch et al., 2010).
Multiliteracy V Traditional Literacy
Gee and Hayes (2011) gave the example of learning to tie shoes...which instruction is clearer?

London: Taylor & Francis Group
Annotation 2
Lyungdahl comments on the extension of technologies that are filling classrooms of the twenty first century.

Expanding the Scope of Literacy Pedagogy

Plato talks about pedagogues as ‘men who by age and experience are qualified to serve as both leaders (hëgemonas) and custodians (paidagögous)’ of children (Longenecker 1983: 53). Their role varied but two elements were common (Smith 2006). The first was to be an accompanist or companion – carrying books and bags, and ensuring their wards were safe. The second, and more fundamental task in relation to boys, was to help them learn what it was to be men. This they did by a combination of example, conversation and disciplining. Pedagogues were moral guides who were to be obeyed (Young 1987: 156)

Multiliteracies (New London Group) - Learning Theories

Lyungdahl explains how these increasing number of ICT’s can facilitate the teaching and learning process, but explains the pedagogical implications need to be of paramount concern.


However, because both pedagogues and teachers were of relatively low status they were could be disrespected by the boys. There was a catch here. As the authority and position of pedagogues flowed from the head of the household, and their focus was more on life than ‘letters’, they had advantages over teachers (didáskalos).

References | Multiliteracies | New Learning

The distinction between teachers and pedagogues, instruction and guidance, and education for school or life was a feature of discussions around education for many centuries. It was still around when Immanuel Kant (1724-1804) explored education. In On Pedagogy (Über Pädagogik) first published in 1803, he talked as follows: