Multi-literacy requires students to integrate technological educational tools. One of the ways teachers can teach literary and multi-literacy is by integrating them teaching. This means that teachers should integrate four essential components of multi-literacy teaching. These are overt instructions, situated practices, transformed action and critical framing (Gambrell, Marrow & Pressley, 2011). Situated practice focuses students to meaningful learning through the integration of primary knowledge. Overt instruction directs students to systematic processes of learning. Critical framing enables students to learn how to approach the diverse environment in order to improve their learning experiences. Teachers can also use transformed action teaching to teach students how to apply lessons to real life experiences.
Teaching literacy and multi-literacy can lead to the adoption of new ideas and practices. It can also help in overcoming the limitations experienced in traditional learning approaches. Teaching literacy and multi-literacy introduces teachers to new pedagogical approaches and practices, which creates opportunities for future learning and teaching. The four ways in which teachers can teach literary and multi-literacy are the use of situated practices, critical framing, overt instructions and transformed actions. These methods have the potential to guide teachers to provide equal access to teaching and learning