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Today, new technologies are changing the types of texts we and our students create and interpret even as they are influencing the social, political, and cultural contexts in which our texts are composed and shared. Since these technologies are influencing the development of individuals, institutions, and communities (and since individuals, institutions, and communities are shaping these technologies and their uses), it is essential for English educators to turn a critical eye toward the benefits and affordances; the limitations and liabilities of integrating these newer technologies into our teaching.
- Swenson et al. (2005)
Writing Inst. “ Grammar of Schooling” Assessment Attitudes Genres Adol. Lit. Literacy “Crisis” Curriculum Relationships Relevance Rigor Digital Lit. Changing Technologies Newer Literacies Access and Infrastructure
In this book, we attempt to broaden this understanding of literacy and literacy teaching and learning to include negotiating a multiplicity of discourses... We argue that literacy pedagogy now must account for the burgeoning variety of text forms associated with information and multimedia technologies.
New London Group, p. 9
Project WRITE: Pedagogy of Multiliteracies Model Situated Practice Creating a community of learners with a shared understanding of content area literacy and digital literacy Overt Instruction Modeling content area literacy strategies and uses of technologies such as blogs, wikis, podcasts, and digital stories while explicitly teaching skills to support teacher learning Critical Framing Reflecting on current practices and how our understanding and teaching of content area literacy and digital literacy is enacted Transformed Practice Moving towards a complex and creative understanding of literacy practices and how they are fully enacted within and across classrooms by engaging in collaborative work Core Goals Identify classroom literacy practices and implement new practices Develop thematic units of study that utilize technology
The metalanguage of Multiliteracies describes the elements of Design, not as rules, but as an heuristic that accounts for the infinite variability of different forms of meaning-making in relation to the cultures, the subcultures, or the layers of an individual’s identity that these forms serve.
New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-37). London ; New York: Routledge.
Swenson, J., Rozema, R., Young, C. A., McGrail, E., & Whitin, P. (2005). Beliefs about technology and the preparation of English teachers: Beginning the conversation. Contemporary Issues in Technology and Teacher Education [Online serial] Available: http://www.citejournal.org/vol5/iss3/languagearts/article1.cfm, 5 (3/4).