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.