n South African Journal of Higher Education - Multimodal pedagogies and access to higher education : Part 2 : HELTASA 2012 Special Section

Volume 28, Issue 3
  • ISSN : 1011-3487



This article focuses on academic literacies and access to higher education in South Africa. Specifically, it explores the ways in which multimodal pedagogies can enable recognition of a diversity of student resources, whilst at the same time enabling access to dominant practices. Formal education often closes down access to a range of semiotic resources; thus, multimodal pedagogies could potentially recover 'recognition' of these. Recognition is about noticing resources in terms of some existing framework; utilising them in a range of contexts; and valuing them in terms of assessment. The article highlights the relations between multimodal pedagogies, academic literacies and access to higher education. The importance of writing is acknowledged and ways of using multimodal resources to access writing are discussed, including interrogating metaphorical objects, oral performance and multimodal citation.

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