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Visual mode: color, perspective, foregrounding, and back grounding, can be
Gestural mode: behavior, physicality, gesture, sensuality, feelings, affect, and kinesics.
Spatial mode: ecosystem, geographic, and architectonic meanings.
Multimodal : reading of all designs in interactive, dynamic ways.
Multiliteracies (New London Group, 1996) Complexity of texts: (a) the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns; (b) the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness .
Functional - use technology fluidly, to the point where you use it comfortably, seamlessly, and control it rather than it controls you
Rhetorical - know how to communicate with others about how you use, develop, and repair technology
Critical - able to understand and articulate the many impacts of technology on our lives and those of others in other walks of life and economic strata
Multiliteracies Communities of practice (Wenger, 1998 ) Informal learning Mechanics of how to ‘turn it on’, make it ‘work’, recognize icons, decode sounds and symbols, relate sounds and letters, use a book, and read menus. The focus is on the purpose and the form of text to make meaning. There’s no one universal truth in any text. involves critical selection of appropriate tools, texts and technology for a task. involves using what has been learnt in new ways and new situations.
http://prosites-vstevens.homestead.com/files/efi/papers/tesol/evo2009/proposal2009.htm Vance Stevens says…..”A multiliterate teacher understands the many ways that technology interacts and intertwines with academic and interpersonal life , and actively learns how to gain control over those aspects impacting teaching, social, and professional development . Multiliterate individuals are aware of the pitfalls inherent in technology while striving for empowerment through effective strategies for first discerning and then taking advantage of those aspects of changing technologies most appropriate to their situations. …..”
• Connectivism • Connective Knowledge (Siemens and Downes, 2006)
What about you? What do you think multiliteracies are? Write in your box…
WHAT are our Projects ABOUT ? Connecting EFL students to the world through conversations... and tagging and aggregating Combining face-to-face learning and on-line learning Getting Multiliterated Using Web 2.0 tools to learn EFL Learning Formally and Informally Having F.U.N Frivoulus Unanticipated Nonsense
First Ning Experience: International Collaboration http://grade11.ning.com/group/urbe
EFL University: Evolutions from Blog to Social network + community of practice http://efluniversity.ning.com/groups http://efluniversity.ning.com/video http://efluniversity.ning.com/profiles/blog/list
Tag: writingmatrix2009, intercollab, URBE, EFL, EFLUniversity
Aggregate: Google reader, Bloglines, technorati
Blog: Blogger, wordpress, edublogs.
Have F.U.N … life is too short.
WRITING MATRIX VIDEO http://youtube.com/watch?v=NHjlCY0BCNo
Honored but Invisible “ One common benefit of Learning Communities is that they create communities among students. Students report that they come to know their fellow students better and are able to work with them more both in and out of class—in constrast to conventional practice in community colleges, where students typically find a new group in virtually every class they take.” W. Norton Grubb, 1999 Honored But Invisible: An Inside Look at Teaching in Community Colleges
Participants in such communities develop a first-hand awareness of the multiliteracies required to function effectively in any distributed milieu. This awareness is crucial because it affects not only how we keep abreast of our profession, but impacts what we should be teaching students (and one another) about coping in a world of information overload, where information must be accessed quickly, constantly filtered, and distilled efficiently into useful knowledge in order for us to remain competitive in any walk of life.
Vance Stevens (2006)
Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development
The Networked Student http://www.youtube.com/watch?v=XwM4ieFOotA The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures . London: Routledge.
Downes, S. (2006) Distributed learning. Retrieved January 22, 2009 from: http:// www.slideshare.net/Downes/distributed -learning
Downes, S. (2006) Learning Networks and Connective Knowledge. Retrieved January 22, 2009 from: http://it.coe.uga.edu/itforum/paper92/paper92.html
New London Group. (1996). A Pedagogy of Multiliteracies: Designing social futures. Harvard Educational Review 66 (1). Retrieved January, 2009 from http://l-by-d.com/MultiliteraciesHERVol661996.pdf .
Rush, L.S. (2003, April). Taking a broad view of literacy: Lessons from the Appalachian Trail thru-hiking community. Reading Online, 6 (7). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=rush/
Siemens, G. (2005). Connectivism: Learning as network-creation. Retrieved January 22, 2009 from: http://www.learningcircuits.org/2005/nov2005/seimens.htm .
Stevens, V. (2006). Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development. TESL-EJ , 7, 4. Retrieved January 22, 2009 from: http://www.tesl-ej.org/ej38/int.html
Stevens, V. Quintana, N. Molero, D. Sirk, S. Arena, C. Zeinstejer, R. (2008). Writingmatrix: Connecting Students with Blogs, Tags, and Social Networking. TESL-EJ , 11, 4. Retrieved January 22, 2009 from: http://tesl-ej.org/ej44/a7.html