Multiliteracies and Multiple Literacies within Ontario (Canada) Health and Physical Education

Abstract

The primary research question asked: What is multiliteracy and how is this accomplished in elementary schools in Ontario, given the new directives within the 2019 Health and Physical Education curricular document? The qualitative research uncovered an understanding of multiliteracies that was examined via summative latent content analysis of the current Ontario provincial government positions arising from the recent release of 2019, Ontario Health and Physical Education curricular document. The 320-page document prompted ancillary queries which asked: What are the multiple literacies and how should these be achieved in Health and Physical Education? What level of multiple literacy should Ontario Physical Educators and students reach for at the elementary level? What are the existing literacy guidelines and orientations impacting Ontario teachers? Multiple literacy is viewed as a priority and necessary for healthy growth and development of teachers, students and the wider community. The ideas, concepts and themes relating to literacy surface in the curriculum analysis, revealing a tacit and broad base of knowledge which constitutes the theoretical underpinning of required literacies. Several are expected and taught, including health, physical, media, financial, and critical literacies.

Multiple Literacies Within Reformed First Nations, Métis, and Inuit Secondary Curriculum

“…What is significant is the understanding of literacy and its various modes that provide a foundation for literacy development. There is a need in 2021 to be critically literate to enhance our understanding and comprehension of all communications whether they be spoken, written, in print, or digital (Ryan, 2020). This critical literacy evolves best in "a safe, supportive, and welcoming environment that nurtures their self-confidence" (Ontario Ministry of Education, 2019a, p. 44).…”

“…Literacy extends into the financial realm where students take "responsibility for managing their personal financial well-being with confidence, competence, and a compassionate awareness of the world around them" (Ontario Ministry of Education, 2019a, p. 49). Educators can discuss and debate financial literacy with students in a critical manner to achieve a level of knowledge that informs and guides students, now and in the future (Ryan, 2020). Understanding how finance can impact both the community and the individual in the community can only help students as they move forward beyond secondary school.…”

“…Indeed, all students need to learn how to "identify some ways in which contemporary First Nations, Métis, and Inuit media texts contribute to identities and heritage in Canada" (Ontario Ministry of Education, 2019a, p. 187). Just knowing how to filter, sort, and sift media content is now a skill that can help one be well, while enjoying our global digital landscape (Ryan, 2020).…”

Literacia e consumo de substâncias psicoativas na gestação

“…Esse conceito emerge em resposta ao crescimento da diversidade cultural e linguística associado ao aprimoramento tecnológico, em especial aos meios de comunicação e se distingue da visão tradicional de literacia que se associa às habilidades relacionadas ao uso da leitura e da escrita. (CAZDEN, 1996;COPE;KALANTZIS, 2009;RYAN, 2020). O conceito de multiliteracia tomando por premissas o crescimento da diversidade cultural e linguística e o aumento dos número de canais de comunicação.…”