This article will be referred to in the context of presenting information to students and organizing the lesson plans. Specifically, the lessons are divided into several levels, which include recall, guided discussions, memory, critical thinking and reflection. The ability to combine these levels of learning is one that relates specifically to the statements and examination of this article as well as how teachers must approach learning in the classroom. At a specific level, there is a different role for management and implementation of different levels of critical thinking as well as an overall examination of how the overall curriculum should be both engaging while providing several levels of learning skills for students so they continue to be engaged in literacy and reading. The result will be the ability to impact students at both a basic and dimensional level, specifically with a focus on literacy and reading as well as critical thinking.
Bull, G., & Anstey, M. (2003). Strategies for practicing multiliteracies. In G. Bull and M. Anstey (Eds.) The Literacy Lexicon 2nd ed., pp. 161-180. Sydney: Pearson Education Australia. (page 125 - 143 from Pedagogies in Practice)
The concept of using multiliteracies will be highlighted in this article. The focus is to understand how literacy and reading doesn’t provide only a strong basis for reading and literature. More importantly, cognitive levels of responses, learning and evaluation will be understood through this specific article.