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01 Nov 09
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31 Aug 09
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07 Aug 09
Sharon RoiThe new london group
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Multiliteracies, according to the authors, overcomes the limitations of
traditional approaches by emphasizing how negotiating the multiple lingustic and
cultural differences in our society is central to the pragmatics of the working,
civic, and private lives of students. The authors maintain that the use of
multiliteracies approaches to pedagogy will enable students to achieve the
authors' twin goals for literacy learning: creating access to the evolving
language of work, power, and community, and fostering the critical engagement
necessary for them to design their social futures and achieve success through
fulfilling employment.
(pp. 60-92) -
If it were possible to define generally the mission of education, one could say
that its fundamental purpose is to ensure that all students benefit from
learning in ways that allow them to participate fully in public, community, and
economic life. - 8 more annotations...
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First, we want to extend the idea and scope of literacy pedagogy to account for
the context of our culturally and linguistically diverse and increasingly
globalized societies, for the multifarious cultures that interrelate and the
plurality of texts that circulate. Second, we argue that literacy pedagogy now
must account for the burgeoning variety of text forms associated with
information and multimedia technologies. This includes understanding and
competent control of representational forms that are becoming increasingly
significant in the overall communications environment, such as visual images and
their relationship to the written word - for instance, visual design in desktop
publishing or the interface of visual and linguistic meaning in multimedia.
Indeed, this second point relates closely back to the first; the proliferation
of communications channels and media supports and extends cultural and
subcultural diversity. As soon as our sights are set on the objective of
creating the learning conditions for full social participation, the issue of
differences becomes critically important. How do we ensure that differences of
culture, language, and gender are not barriers to educational success? And what
are the implications of these differences for literacy
pedagogy? -
there are still vast disparities in life chances - disparities that today seem
to be widening still further -
what new learning needs literacy pedagogy might now
address. -
multiliteracies - a word we chose to describe two important arguments we might
have with the emerging cultural, institutional, and global order: the
multiplicity of communications channels and media, and the increasing saliency
of cultural and linguistic diversity. -
A pedagogy of multiliteracies, by contrast, focuses on modes of representation
much broader than language alone. -
These differ according to culture and context, and have specific cognitive,
cultural, and social effects. In some cultural contexts - in an Aboriginal
community or in a multimedia environment, for instance - the visual mode of
representation may be much more powerful and closely related to language than
"mere literacy" would ever be able to allow. Multiliteracies also creates a
different kind of pedagogy, one in which language and other modes of meaning are
dynamic representational resources, constantly being remade by their users as
they work to achieve their various cultural purposes. -
When technologies of meaning are changing so rapidly, there cannot be one set of
standards or skills that constitute the ends of literacy learning, however
taught. -
Effective citizenship and productive work now require that we interact
effectively using multiple languages, multiple Englishes, and communication
patterns that more frequently cross cultural, community, and national
boundaries.
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30 Jul 09
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22 Jul 09
Leigh NewtonIncluding Four Components of Multiliteracy Pedagogy
1 Situated Practice
2 Overt Instruction:
3 Critical Framing
4 Transformed Practicemultiliteracies multiliteracy literacy newlondongroup multimodalities
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01 May 09
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24 Apr 09
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06 Apr 09
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increasing cultural and linguistic diversity in the world today call for a much
broader view of literacy than portrayed by traditional language-based approaches -
negotiating
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creating access to the evolving language of work, power, and community, and
fostering the critical engagement necessary for them to design their social
futures and achieve success through fulfilling employment.
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01 Apr 09
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the mission of education
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account for
the context of our culturally and linguistically diverse and increasingly
globalized societies - 48 more annotations...
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account for the burgeoning variety of text forms associated with
information and multimedia technologies -
A strong sense of citizenship seems to be
giving way to local fragmentation, and communities are breaking into ever more
diverse and subculturally defined groupings -
he main areas of common or
complementary concern included the pedagogical tension between immersion and
explicit models of teaching; the challenge of cultural and linguistic diversity;
the newly prominent modes and technologies of communication; and changing text
usage in restructured workplaces. -
the question of life chances as it relates to the broader moral and
cultural order of literacy pedagogy. -
ten distinctly different people
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the fundamental problem -
that is, that the disparities in educational outcomes did not seem to be
improving -
the broad question of the social
outcomes of language learning -
a programmatic manifesto
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multiliteracies
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increasing saliency
of cultural and linguistic diversity -
the
multiplicity of communications channels and media -
mere literacy
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dynamic representational resources, constantly being remade by their users
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increasing multiplicity and integration of significant modes of
meaning-making -
textual is also related to the visual, the audio, the
spatial, the behavioral -
focus on the
realities of increasing local diversity and global connectedness -
Linguistic
Meaning, Visual Meaning, Audio Meaning, Gestural Meaning, Spatial Meaning, and
the Multimodal patterns of meaning -
Four components of pedagogy are suggested: Situated Practice
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Overt Instruction
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Critical Framing
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Transformed Practice
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three realms
of our existence: our working lives, our public lives (citizenship), and our
private lives (lifeworld). -
PostFordism
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workplace culture in which the members of an organization identify
with its vision, mission, and corporate values -
teamwork
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relationships of pedagogy: mentoring, training,
and the learning organization -
informal, oral, and interpersonal discourse
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more rigorously exclusive
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fast capitalism is also a nightmare
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demands assimilation
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driven by the
barely restrained market -
be aware of the danger that our words become
co-opted by economically and market-driven discourses -
opening new educational
and social possibilities, or as new systems of mind control or exploitation -
An authentically
democratic view of schools must include a vision of meaningful success for all,
a vision of success that is not defined exclusively in economic terms and that
has embedded within it a critique of hierarchy and economic
injustice. -
Students
need to develop the capacity to speak up, to negotiate, and to be able to engage
critically with the conditions of their working lives. -
productive diversity
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argument about the role of the state in society
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liberalism that eschews the
state -
a new politics of difference
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Schooling in general and literacy teaching in particular were a central part
of the old order -
the most important skill students need to learn is
to negotiate regional, ethnic, or class-based dialects; variations in register
that occur according to social context; hybrid cross-cultural discourses; the
code switching often to be found within a text among different languages,
dialects, or registers; different visual and iconic meanings; and variations in
the gestural relationships among people, language, and material objects -
civic pluralism
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as neutral arbiters of difference
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When learners juxtapose different languages, discourses,
styles, and approaches, they gain substantively in meta-cognitive and
meta-linguistic abilities and in their ability to reflect critically on complex
systems and their interactions -
one of the paradoxes of less
regulated, multi-channel media systems is that they undermine the concept of
collective audience and common culture -
the definitive end of "the
public" -
increasing invasion of private
spaces -
different lifeworlds
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17 Jan 09
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The key
concept we introduce is that of Design, in which we are both inheritors of
patterns and conventions of meaning and at the same time active designers of
meaning. -
as designers of meaning, we are designers of social futures
- 48 more annotations...
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Four components of pedagogy are suggested: Situated Practice, which
draws on the experience of meaning-making in lifeworlds, the public realm, and
workplaces; Overt Instruction, through which students develop an explicit
metalanguage of Design; Critical Framing, which interprets the social context
and purpose of Designs of meaning; and Transformed Practice, in which students,
as meaning-makers, become Designers of social futures. In the International
Multiliteracies Project upon which we are now embarking, we hope to set up
collaborative research relationships and programs of curriculum development that
test, exemplify, extend, and rework the ideas tentatively suggested in this
article. -
stress competition and markets centered
around change, flexibility, quality, and distinctive niches - not the mass
products of the "old" capitalism -
A whole new terminology crosses and re-crosses the borders between these
new business and management discourses, on the one hand, and discourses
concerned with education, educational reform, and cognitive science, on the
other -
The
new management theory uses words that are very familiar to educators, such as
knowledge (as in "knowledge worker"), learning (as in "learning organization"),
collaboration, alternative assessments, communities of practice, networks, -
fast capitalism
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postFordism
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flattened hierarchy
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Commitment, responsibility, and motivation are won by
developing a workplace culture in which the members of an organization identify
with its vision, mission, and corporate values. The old vertical chains of
command are replaced by the horizontal relationships of teamwork. A division of
labor into its minute, deskilled components is replaced by "multiskilled,"
well-rounded workers who are flexible enough to be able to do complex and
integrated work -
new worklife comes a new language
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Whereas the old Fordist organization depended upon
clear, precise, and formal systems of command, such as written memos and the
supervisor's orders, effective teamwork depends to a much greater extent on
informal, oral, and interpersonal discourse. This informality also translates
into hybrid and interpersonally sensitive informal written forms, such as
electronic mail -
. Replication of corporate culture
demands assimilation to mainstream norms that only really works if one already
speaks the language of the mainstream -
harder to get into networks
that operate informally than it was to enter into the old discourses of
formality. -
This is a crucial factor in producing the phenomenon of the glass
ceiling, the point at which employment and promotion opportunities come to an
abrupt stop. And fast capitalism, notwithstanding its discourse of
collaboration, culture, and shared values, is also a vicious world driven by the
barely restrained market. -
learning how to learn
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These new workplace
discourses can be taken in two very different ways - as opening new educational
and social possibilities, or as new systems of mind control or exploitation. -
in a system that still values vastly disparate social
outcomes, there will never be enough room "at the top." -
our role is not simply to
be technocrats. Our job is not to produce docile, compliant workers. Students
need to develop the capacity to speak up, to negotiate, and to be able to engage
critically with the conditions of their working lives. -
productive diversity, the idea that what seems to be a problem - the
multiplicity of cultures, experiences, ways of making meaning, and ways of
thinking - can be harnessed as an asset -
Cross-cultural communication and the negotiated dialogue of different languages
and discourses can be a basis for worker participation, access, and creativity,
for the formation of locally sensitive and globally extensive networks that
closely relate organizations to their clients or suppliers, and structures of
motivation in which people feel that their different backgrounds and experiences
are genuinely valued. Rather ironically, perhaps, democratic pluralism is
possible in workplaces for the toughest of business reasons, and economic
efficiency may be an ally of social justice, though not always a staunch or
reliable one. -
In some parts of the world, once strong centralizing and homogenizing states
have all but collapsed, and states everywhere are diminished in their roles and
responsibilities. This has left space for a new politics of difference. In worst
case scenarios - in Los Angeles, Sarajevo, Kabul, Belfast, Beirut - the absence
of a working, arbitrating state has left governance in the hands of gangs,
bands, paramilitary organizations, and ethnonationalist political factions. -
Schooling in general and literacy teaching in particular were a central part
of the old order. The expanding, interventionary states of the nineteenth and
twentieth centuries used schooling as a way of standardizing national languages.
In the Old World, this meant imposing national standards over dialect
differences. In the New World, it meant assimilating immigrants and indigenous
peoples to the standardized "proper" language of the colonizer -
Cultural and linguistic diversity are now central and
critical issues. -
Local diversity and global connectedness mean not only that there can be no
standard; they also mean that the most important skill students need to learn is
to negotiate regional, ethnic, or class-based dialects; variations in register
that occur according to social context; hybrid cross-cultural discourses; the
code switching often to be found within a text among different languages,
dialects, or registers; different visual and iconic meanings; and variations in
the gestural relationships among people, language, and material objects. -
civic pluralism.
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we need states that arbitrate differences
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Access to wealth, power,
and symbols must be possible no matter what one's identity markers - such as
language, dialect, and register - happen to be. States must be strong again, but
not to impose standards: they must be strong as neutral arbiters of difference.
So must schools. And so must literacy pedagogy. This is the basis for a cohesive
sociality, a new civility in which differences are used as a productive resource
and in which differences are the norm. It is the basis for the postnationalist
sense of common purpose that is now essential to a peaceful and productive
global order -
We live in an environment where subcultural differences - differences of
identity and affiliation - are becoming more and more significant. Gender,
ethnicity, generation, and sexual orientation are just a few of the markers of
these differences. To those who yearn for "standards," such differences appear
as evidence of distressing fragmentation of the social fabric. -
undermine the concept of
collective audience and common culture -
This spells the definitive end of "the
public" -
the increasing invasion of private
spaces by mass media culture, global commodity culture, and communications and
information networks. -
Just how do we negotiate these invasive global texts? In some
senses, the invasion of the mass media and consumerism makes a mockery of the
diversity of its media and channels. Despite all the subcultural differentiation
of niche markets, not much space is offered in the marketplace of childhood that
reflects genuine diversity among children and adolescents. -
private lives are being made more public as everything becomes a
potential subject of media discussion, resulting in what we refer to as a
"conversationalization" of public language. Discourses that were once the domain
of the private - the intricacies of the sexual lives of public figures,
discussion of repressed memories of child abuse - are now made unashamedly
public -
Much of this can be regarded as
cynical, manipulative, invasive, and exploitative, as discourses of private life
and community are appropriated to serve commercial and institutional ends. This
is a process, in other words, that in part destroys the autonomy of private and
community lifeworlds. -
spaces for community life where local and specific meanings can be made -
can flourish. The new multimedia and hypermedia channels can and sometimes do
provide members of subcultures with the opportunity to find their own voices. -
The challenge is to make space available so that different
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These technologies have the potential to enable greater autonomy for different
lifeworlds, for example, multilingual television or the creation of virtual
communities through access to the Internet. -
Yet, the more diverse and vibrant these lifeworlds become and the greater the
range of the differences, the less clearly bounded the different lifeworlds
appear to be. -
The increasing divergence of lifeworlds and the growing importance of
differences is the blurring of their boundaries. -
As people are simultaneously members of multiple lifeworlds, so their
identities have multiple layers that are in complex relation to each other. No
person is a member of a singular community. Rather, they are members of multiple
and overlapping communities-communities of work, of interest and affiliation, of
ethnicity, of sexual identity, and so on -
Language, discourse, and register differences are markers of lifeworld
differences -
This creates a new challenge for literacy pedagogy. In sum, this
is the world that literacy pedagogy now needs to address:
Changing Realities
Designing Social
Futures
Working Lives:
Fast Capitalism/PostFordism
>
Productive Diversity
Public Lives:
Decline of Public Pluralism
>
Civic Pluralism
Private Lives:
Invasion of Private Space
>
Multilayered
Lifeworlds -
Schools regulate access to orders of discourse
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to symbolic
capital - symbolic meanings that have currency in access to employment,
political power, and cultural recognition. They provide access to a
hierarchically ordered world of work; they shape citizenries -
provide a
supplement to the discourses and activities of communities and private
lifeworlds -
Institutionalized schooling traditionally performed the function of
disciplining and skilling people for regimented industrial workplaces, assisting
in the making of the melting pot of homogenous national citizenries, and
smoothing over inherited differences between lifeworlds. -
To be relevant, learning processes need to recruit, rather than
attempt to ignore and erase, the different subjectivities - interests,
intentions, commitments, and purposes - students bring to learning. Curriculum
now needs to mesh with different subjectivities, and with their attendant
languages, discourses, and registers, and use these as a resource for
learning. -
he role of pedagogy is to develop an epistemology of pluralism that provides
access without people having to erase or leave behind different subjectivities. -
reclaiming the public space
of school citizenship for diverse communities and discourses; and creating
communities of learners that are diverse and respectful of the autonomy of
lifeworlds.
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21 Dec 08
jennifer verschoorA Pedagogy of Multiliteracies: Designing Social Futures
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19 Sep 08
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12 May 08
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03 Apr 08
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extend the idea and scope of literacy pedagogy to account for
the context of our culturally and linguistically diverse and increasingly
globalized societies, for the multifarious cultures that interrelate and the
plurality of texts that circulate. Second, we argue that literacy pedagogy now
must account for the burgeoning variety of text forms associated with
information and multimedia technologies. This includes understanding and
competent control of representational forms that are becoming increasingly
significant in the overall communications environment, such as visual images and
their relationship to the written word -
multiliteracies - a word we chose to describe two important arguments we
might have with the emerging cultural, institutional, and global order: the
multiplicity of communications channels and media, and the increasing saliency
of cultural and linguistic diversity - 3 more annotations...
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Design, in which we are both inheritors of
patterns and conventions of meaning and at the same time active designers of
meaning. And, as designers of meaning, we are designers of social futures -
workplace futures, public futures, and community futures. -
Transforming schools and schooled literacy is both a very broad and a
narrowly specific issue, a critical part of a larger social project. Yet there
is a limit to what schools alone can achieve. The broad question is, what will
count for success in the world of the imminent future, a world that can be
imagined and achieved? The narrower question is, how do we transform
incrementally the achievable and apt outcomes of schooling? How do we supplement
what schools already do? We cannot remake the world through schooling, but we
can instantiate a vision through pedagogy that creates in microcosm a
transformed set of relationships and possibilities for social futures, a vision
that is lived in schools. This might involve activities such as simulating work
relations of collaboration, commitment, and creative involvement; using the
school as a site for mass media access and learning; reclaiming the public space
of school citizenship for diverse communities and discourses; and creating
communities of learners that are diverse and respectful of the autonomy of
lifeworlds.In the remainder of this article, we develop the notion of pedagogy as
design. -
the
resources for Design - include the "grammars" of various semiotic systems: the
grammars of languages, and the grammars of other semiotic systems such as film,
photography, or gesture.
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19 Jan 08
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16 Sep 07
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27 Mar 07
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19 Sep 06
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In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.
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In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.
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12 Sep 06
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