A pedagogy of_multiliteracies_designing_socia


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This presentation describes the theory of Multiliteracies as presented by the New London Group in their seminal article published in 1996 in the Harvard Educational Review.

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  • A pedagogy of_multiliteracies_designing_socia

    1. 1. A Pedagogy of Multiliteracies: Designing Social Futures The New London Group 1996 Presented by:  Lindsay Yearta and Pam Long
    2. 2. Authors: Recognize any Names? <ul><ul><li>Courtney Cazden </li></ul></ul><ul><ul><li>Bill Cope </li></ul></ul><ul><ul><li>Norman Fairclough </li></ul></ul><ul><ul><li>James Gee </li></ul></ul><ul><ul><li>Mary Kalantzis </li></ul></ul><ul><ul><li>Gunther Kress </li></ul></ul><ul><ul><li>Carmen Luke </li></ul></ul><ul><ul><li>Allan Luke </li></ul></ul><ul><ul><li>Sarah Michaels </li></ul></ul><ul><ul><li>Martin Nakata </li></ul></ul>Countries represented: USA, Australia, Great Britain
    3. 3. What is Multiliteracy? <ul><li>&quot;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.&quot; </li></ul>
    4. 4. Essential Questions <ul><ul><li>How do we ensure that the differences of culture, language, and gender are not barriers to educational success? </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><ul><li>What are the implications of these differences (culture, language, and gender) for literacy pedagogy? </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>**Keep these questions in mind. After we present some more information, we're going to have you share your thoughts. </li></ul>
    5. 5. Our Changing Work, Social, and Private Lives <ul><li>          Changing Realities                                               Designing Social Futures </li></ul><ul><li>Working Lives: Fast Capitalism/PostFordism                      Productive Diversity ex) Being able to follow your supervisor's orders to being able to participate in oral, informal, interpersonal discourse (more teamwork) </li></ul><ul><li>  </li></ul><ul><li>Public Lives:      Decline of Public Pluralism                        Civic Pluralism- enjoy seeking  </li></ul><ul><li>                                                                                                                        out  your culture  ex) &quot;Melting Pot&quot; to &quot;Salad Bowl&quot; and negotiating between cultures/dialects/cross-cultural discourses (code switching)                    </li></ul><ul><li>                                                                                            Private Lives:      Invasion of Private Space                            Multilayered Lifeworlds ex) Communities used to be limited by clear boundaries (Italian community, business community, gay community). Now, people can belong to many communities; the boundaries are blurred. </li></ul>
    6. 6. How do we design multiliteracy pedagogy? <ul><li>Designs of Meaning  </li></ul><ul><li>  </li></ul><ul><li>Available Designs:    Resources for meaning; Available Designs of meaning  </li></ul><ul><li>  </li></ul><ul><li>Designing:   The work performed on/with Available Designs in the semiotic process </li></ul><ul><li>The Redesigned:    The resources that are reproduced and transformed </li></ul>
    7. 7. Available Designs <ul><ul><li>The resources for design </li></ul></ul><ul><ul><li>The Order of Discourse </li></ul></ul><ul><ul><ul><li>&quot;An order of discourse is the structured set of conventions associated with semiotic activity (including use of language) in a given social space&quot; </li></ul></ul></ul><ul><ul><ul><li>How the discourse of African American L.A. gangs relate to the discourse of the L.A. police </li></ul></ul></ul>
    8. 8. Designs <ul><li>Work within the semiotics: </li></ul><ul><ul><li>Semantics : Relation between signs and the things to which they refer; their denotata , or meaning </li></ul></ul><ul><ul><li>Syntactics : Relations among signs in formal structures </li></ul></ul><ul><ul><li>Pragmatics : Relation between signs and the effects they have on the people who use them </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    9. 9. Design Elements <ul><ul><li>Linguistic Meanings: Features of intonation, stress, rhythm, accent, vocabulary and metaphor, word choice, positioning, how information is presented in clauses and sentences, etc. </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><ul><li>Visual Meanings (images, page layouts, screen formats); Audio Meanings (music, sound effects); Gestural Meanings (body language, sensuality); Spatial Meanings (the meanings of environmental spaces, architectural spaces); and Multimodal Meanings </li></ul></ul>
    10. 10. The Redesigned <ul><ul><li>New meaning is achieved </li></ul></ul><ul><ul><li>It is creative and not a simple reproduction </li></ul></ul><ul><ul><li>&quot; a transformed meaning&quot; </li></ul></ul>
    11. 11. 4 Components of Pedagogy <ul><li>Situated Practice: Immersion in experience and the utilization of available discourses, including those from the students' lifeworlds and simulations of the relationships to be found in workplaces and public spaces. </li></ul><ul><li>Overt Instruction: Systematic, analytic, and conscious understanding. In the case of multiliteracies, this requires the introduction of explicit metalanguages, which describe and interpret the Design elements of different modes of meaning. </li></ul><ul><li>Critical Framing : Interpreting the social and cultural context of particular Designs of meaning. This involves the students' standing back from what they are studying and viewing it critically in relation to its context. </li></ul><ul><li>Transformed Practice: Transfer in meaning-making practice, which puts the transformed meaning to work in other contexts or cultural sites. </li></ul>
    12. 12. Questions: Choose 2-3 to answer on Stixy <ul><li>1. How do we ensure that differences of culture, language, and gender are not barriers to educational success? </li></ul><ul><li>  </li></ul><ul><li>2. What are the implications of these differences (culture, language, and gender) on literacy pedagogy? </li></ul><ul><li>3. The New London Group asserts that we have many different Discourses. That we can be &quot;different people at different times.&quot; Do you think this statement is true? Why or why not? </li></ul><ul><li>  </li></ul><ul><li>4. Did you notice any connection between this and our other readings? </li></ul>