Multiliteracies Introduction


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Multiliteracies Introduction

  2. 2. What is the mission of education <ul><li>Your thoughts…. </li></ul>
  3. 3. What is the mission of education <ul><li>According to the New London Group it is to “ensure that all students benefit from learning in ways that allow them to participate fully in public, community and economic life. </li></ul>
  4. 4. The role of literacy pedagogy <ul><li>The NLG believes that we should extend the idea and scope literacy pedagogy to include cultural and linguistic diversity . </li></ul><ul><li>Literacy pedagogy must take into account the rapidly growing numbers and types of texts and genres . </li></ul><ul><li>So that all learners may participate in our schools and society. </li></ul>
  5. 5. A definition of multiliteracies <ul><li>The term attempts to capture the NLG’s two arguments </li></ul><ul><li>First, the “multiplicity of communications channels” </li></ul><ul><li>Second, the “increasing saliency of cultural and linguistic diversity” </li></ul><ul><li>Also, it is an attempt to capture the reality of increasing local diversity and global connectedness (the world is flatter) </li></ul><ul><li>What does it mean to you? </li></ul>
  6. 6. Changing times <ul><li>Changing working lives </li></ul><ul><li>Changing public lives </li></ul><ul><li>Changing private lives </li></ul>
  7. 7. Changing working lives <ul><li>How has your working life changed? </li></ul>
  8. 8. Changing working lives <ul><li>Dramatic global economic change (globalization) </li></ul><ul><li>The rise of the information economy (PostFordism or fast capitalism) </li></ul><ul><li>Greater emphasis on collaboration and multiskilled and highly skilled workers </li></ul><ul><li>But, unrestrained markets in which corporations make decisions based almost exclusively on profits </li></ul><ul><li>A view of literacy that equips workers with little emphasis on meaningful success for all </li></ul>
  9. 9. Changing public lives <ul><li>How have you seen public life change? </li></ul>
  10. 10. Changing public lives <ul><li>The diminishment of the welfare state and a decrease in the importance of public spaces that escalated after the end of the Cold War (a point that we will address in The World is Flat ) </li></ul><ul><li>An emphasis on markets over community and civic space </li></ul><ul><li>Schooling and literacy teaching in the old order were focused on creating a unified language, a national language. In an age of diversity the NLG suggests civic pluralism take its place—a value for the many diverse cultures and languages. </li></ul>
  11. 11. Changing private lives <ul><li>How have you seen your private life change? </li></ul>
  12. 12. Changing private lives <ul><li>We are entering a time of greater emphasis on subcultural differences (identity and affiliation) </li></ul><ul><li>Gender, ethnicity, generation, sexual orientation to name a few </li></ul><ul><li>New technologies have created a space for multiple spaces for these subcultural discourses (cable tv, the internet, to name two) </li></ul><ul><li>But also an invasion of these spaces by mass media culture and global commodity culture </li></ul><ul><li>Private lives are becoming more public (social networking, blogs, electronic monitoring) </li></ul>
  13. 13. Making space for lifeworlds <ul><li>The challenge, according to the NLG, is to make space so that different lifeworlds (spaces for community life where local and specific meanings can be made) can flourish </li></ul><ul><li>We are members of multiple lifeworlds </li></ul><ul><li>Space for all members of society (all subcultures) to find their voices. </li></ul><ul><li>Current and emerging technologies have the capacity to accomplish this </li></ul>
  14. 14. Designing Social Futures Changing Realities Designing Social Futures Working lives Fast Capitalism/PostFordism Productive diversity Public Lives Decline of public pluralism Civic pluralism Private Lives Pluralism and invasion of space Multilayered lifeworlds
  15. 15. What does this mean for schools? <ul><li>What will count for success in the world of the near future? </li></ul><ul><li>How do we transform incrementally the achievable outcomes of schooling? </li></ul><ul><li>How do we supplement what schools already do? </li></ul><ul><li>“ 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” (p. 11). </li></ul>
  16. 16. The “What” of Multiliteracies <ul><li>Designs of meaning—learning and productivity are the results of the designs of complex systems of people, environments, technology, beliefs and texts. </li></ul><ul><ul><li>Available designs </li></ul></ul><ul><ul><li>Designing </li></ul></ul><ul><ul><li>The redesigned </li></ul></ul>
  17. 17. Available Designs <ul><li>Are the resources for design </li></ul><ul><li>The semiotic systems including language, images, photos, sounds, etc. </li></ul><ul><li>The available tools for design </li></ul>
  18. 18. Designing <ul><li>The process of shaping new meaning </li></ul><ul><li>The transformation, reinterpretation, or recontextualization of available designs into new and emerging designs </li></ul><ul><li>Reading, seeing, listening are examples of designing </li></ul>
  19. 19. The Redesigned <ul><li>New meaning (not a reproduction), a new design that becomes a new available design </li></ul>