Multiliteracies Theory and Gifted Education

Abstract

Multiliteracies theory redefines what it means to be a literate, learned person by transferring the focus from a shared knowledge of Standard English to the ability to engage in creative cultural critique. Multiliteracies theory has implications for how educators identify and teach students gifted in language arts. This article describes how multiliteracies theorists have redefined literacy as being multimodal, situated, and having a social purpose. It further explores the four elements of multiliteracies pedagogy (situated practice, overt instruction, critical framing, and transformed practice) as these relate to gifted education in the language arts through curriculum units at the high school, middle school, and elementary school level.