Driving the Agenda of Learning by Design in Science Literacy in Malaysia

Abstract

This article looks at a project that was interested in pedagogical practices in science literacy in secondary schools with a focus on new media technologies and teachers as change agents who will be able to make transformation in schooling and learning in Malaysia. Teachers' views on dominant practices are explored to reveal the difficulties and implications in approaching science literacy in schools. The 'Learning by Design' model is introduced to these teachers, who then set out to design a set of modules that can enhance teaching and learning in schools. The project has encouraged the development of new pedagogical practices and multimodal skills and provided new kinds of relationships to be built among the community of teachers, researchers and students.

Teacher and Students’ Perceptions of Reading a Graphic Novel using the Multiliteracies Approach in an ESL Classroom

“…The Learning Elements advocated in the Learning by Design model (Kalantzis & Cope, 2010) are useful for preparing and implementing the reading lessons within the Malaysian ESL setting. In this study, the teacher designed the Learning Elements according to the knowledge processes which incorporated multimedia and graphic texts which could enrich the students' understanding of the specifi c topic (Pandian & Balraj, 2010). This study has provided valuable insights into traditional English teaching and learning practices and points to the need for appropriate practices that are relevant for 21st century workplaces (Kaur & Ganapathy, 2013).…”

“…It is vital for ESL teachers to integrate technology and appropriate materials to make reading lessons more enjoyable for students. In fact, reading a graphic novel by using the multiliteracies approach is worth considering in the classroom as this can help students to be active and informed citizens in future societies (Pandian & Balraj, 2010). The graphic novel and the use of the multiliteracies approach have the potential to motivate readers as it helps students build their visual literacy, and at the same time, make reading fun (Ruppel, 2006;Heffernan, 2008).…”

Multiliteracies Project Approach: Dated or a Worthy Learning Tool?

“…In addition, a study by Fariza Puteh Behak, Ramiaida Darmi, Yuslina Mohamed (2015) highlighted the struggles of Malaysian students in negotiating the Western-based multiliteracies approach in their classroom. Pandian and Balraj (2010) also discussed a similar point when implementing a Learning-by Design framework in an examination-based context in Malaysia. In their article they reported that one of the challenges they faced in encouraging teachers to become involved in the teaching of science using the multiliteracies approach, was that the teachers still valued the examination-based culture.…”

“…They contended that globalisation has transformed many aspects of our lives such as economy, work and social interactions; as a result, there were new requirements for future workers and therefore present students. Consequently, many have suggested that the approaches towards learning in the 21 st century should be transformed in alignment with these transformations (Cope & Kalantzis, 2006, 2009a, 2009bKaur & Sidhu, 2007;Pandian & Balraj, 2010;The New London Group, 1996, 2000.…”

“…(Kalantzis & Cope, 2012a). Multiliteracies research also concentrated on the implementation of the multiliteracies in various learning contexts such as the teaching of writing, ESL, science and music (Ganapathy & Kaur, 2009;Harrop-Allin, 2017;Kasper, 2000;Kaur & Sidhu, 2007;Pandian & Balraj, 2010;Ryu, 2011;Tan & McWilliam, 2009;Tan & Guo, 2010).…”