How can we use mulitliteracies as a means of te.aching social change wihin the classroom

2. Teaching Multiliteracies for Social Change

3. Definition Multiliteracies means being cognitively and socially literate with paper, live and electronic texts. Anstey and Bull, 2006 Social Change is any major alteration in the pattern of social interactions in society. Answers .com

4. Theorists and Educational Researchers

6. The New London Group Founded in 1994 in New London, New Hampshire. A collection of ‘genre’ theorists and world leading English educators. Began collaborative work on “Multiliteracies” document which was completed and published in 2000.

7. WHOLE LEARNING APPROACH “It is the belief that language should not be separated into component skills.” encyclopedia.kids.net.au/page/wh/Whole_language PROCESS WRITING “Process writing is learning how to write by writing," notes Stone (1995, p. 232). The basic premise of process writing is that all children, regardless of age, can write. The initial focus is on creating quality content and learning the genres of writing” http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11.htm GENRE APPROACH The genre approach to teaching writing focuses, as the terms suggests, on teaching particular genres that students need control of in order to succeed in particular settings. This might include a focus on language and discourse features of the texts, as well as the context in which the text is produced. http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&Lev1=pub_c05_07&Lev2=c04_paltr

8. Putting the “Multi” into Literacy Multi Modality “Text” can now refer to written, oral, visual, audio, tactile, gestural and spatial Multilingualism Does not only mean those who can speak more than one language but how we use the English language to achieve different social functions

9. The ‘Investigation Identity and Power Relations’ Research Project Aim: To investigate areas in the curriculum where print and visual texts can be used to develop critical literacy and explore social issues with students Exploration of how technology can be used when constructing and deconstructing visual texts and multiliteracies

10. Teaching Social Change in the Classroom By developing literacy as a social practice in our classrooms, “than we can consider discussing social issues with our students” (DECSA,2009)

11. Frameworks and Teaching Strategies

12. Learning-by-Design Framework ‘Knowledge Process’ (Kalantzis and Cope, 2008)

14. Teacher Planning 1 2 3 4

15. “Mindful and appropriate deployment of the range of knowledge processes is intended to foster higher order thinking skills and deeper learning” (Kalantzis & Cope, 2008).

16. Essential Learnings and Resources

17. Changing Forms of Text Text forms now include: Electronic Literacies Techno-literacies Digital Literacies Print Based Literacies Visual Literacies

18. Planning Writing = Designing Recording Reading =Predicting Scanning Interpreting Analysing

19. Essential Learnings Education Queensland has embraced the concept of multiliteracies. Teachers are encouraged to create context for learning that are multi-modal and to incorporate the use of new technologies.

21. Resources Students must be challenged in the classroom to harness and develop skills that enable them to understand, negotiate, analyse, sort and navigate the breadth of communication, information, media and text options that they are presented with now, and in the future. Australian Children’s Television Foundation, 2005

23. Turning Theory into Practice

24. Outcome Focus Question: What image of beauty is being portrayed in society. Intended Learning outcomes: Students use magazines to explore how beauty is portrayed in society and then debate the pros and cons of this representation in popular culture.

26. Identify the relationship between audience, purpose and text type.

27. Interpret how people, characters, places, events and things have been represented and whether aspects of the subject matter have been included or excluded.

28. Construct literacy and non-literacy texts by planning and developing subject matter, using personal, cultural and social experiences that match an audience and purpose.

30. People are represented in different ways in magazines.

31. Text can be constructed to position the reader.

33. Explain how the reader is positioned to feel when viewing magazine articles.

34. Justify their reasoning behind picture selection for magazines

37. Overt Instruction Talk about how the text works. Learning by Conceptualising Strategy: By naming Students will point out features of the text

38. Critical Framing Interpreting the social and cultural context of text Learning by Analysing Strategy: Critically Predict and discuss consequences, identify gaps and sequences, justification

40. Other ways to learn by applying If students are to spend time deconstructing texts (digital, print, visual or aural) than they must also receive opportunities to construct their own texts. “They need to use technology to create, alter and use texts in a variety of ways in a range of situations”(Wing Jan, 2009, p4)

41. Final word “Once social change begins, it cannot be reversed. You cannot uneducate the person who has learned to read. You cannot humiliate the person who feels pride. You cannot oppress the people who are not afraid anymore. We have seen the future, and the future is ours.” (Cesar Chavez)

42. References Answer (2009). Definition of social change. Retrieved on July 20 , 2009, from www.answers.com Anstey, M., Bull, G. 2006. Teaching and learning mulitliteracies. Kensington Gardens, SA. Reading Association. Australian children’s television foundation, 2005. Retrieved July 28, 2009 from www.dest.gov.au/sectors/school.../literacy.../sub_401_rtf.htm Blog post. (2005). New London Group, A Pedagogy of Multiliteracies. Retrieved on July 25, 2009 from http://www.earthwidemoth.com/mt/archives/000968.html Cazden., Courtney., Cope, B., Kalantzis, M. et al. (1996). A pedagogy of multiliteracies: designing social futures. Harvard education review. 66 (1) pp 60-92. Cope, B. & Kalantzis, M. (2008). New learning online. Retrieved on July 24, 2009 from http://newlearningonline.com/kalantzisandcope/research-and-writing/ Department of Education and Children Services. Investigating identity and power relations. Retrieved on July 24, 2009 from http://www.decs.sa.gov.au/thenetwork/files/pages/identity_web/multiliteracies.html Evolution of Beauty- Dove campaign for real beauty. Retrieved July 21, 2009 from http://www.youtube.com/v/IHqzlxGGJFo Hill, S. (2005). Multiliteracies in early childhood. Retrieved July 28, 2009 from http://www.plsa.plain.net.au/PLSA_2005/2005_presentations/Susan%20Hill.pdf Roesell,J. 2006. Using mulitliteracies to teach. Family Literacy Experiences. Retrieved July 28, 2009 from 20http://www.stenhouse.com/pdfs/8207-P1_ch05.pdf09 fr Stone, S. (1995). The primary multi-age classroom: Changing schools for children. Unpublished manuscript. Queensland Studies Authority. (2007). English essential learnings by the end of year 7. Brisbane, QLD, Australia : Queensland Government Queensland Studies Authority. (2007). English essential learnings: scope and sequence. Brisbane, QLD, Australia: Queensland Government Tompkins, G. (1990). Teaching and writing: Balancing process and product. Columbus, OH: Merrill Publishing Co. Wing Jan, L. (2009). Write ways. South Melbourne, VIC, Australia: Oxford University Press