This paper addresses parts of my doctoral study exploring how engagement in a museum-school synergy influenced pupils’ multimodal awareness and meaning making as well as increased their critical thinking and enhanced their literacy repertoires, through relevant cultural practice and participation based on a Museum-based Multiliteracies Practice framework. 

Short abstract

Currently, dramatic changes take place in terms of rapidly emerging modes of communication, technologies, increased cultural diversity, evolving workplaces cultures, new challenges for equitable education and the varying and changing identities of students everywhere. Bearing this in mind, this article draws on a design-based research study to argue of the need for museums to respond to global trends and fulfill their social and educational imperatives by investigating the potential of a particular pedagogical framework that is grounded in culturally inclusive pedagogical practices and characteristics of ubiquitous learning.