This presentation introduces the notion of Multiple Literacies Theory (MLT) and relates it to TEFL (Teaching English as Foreign Language). MLT has been developed in conjunction with Professor Diana Masny (Ottawa), and concerns the application of Deleuzian concepts to literacy acquisition and practice. Literacy is opened up and diversified through this action, making it more creative and applicable to today's educative context.
This presentation explores the notion of affective literacy and relates it to TEFL (teaching English as a Foreign Language). At the heart of affective literacy is 'affect' and how we work with it. Affect is a multi-dimensional concept that has the potential to transform teaching and learning practice. Educators can engage with affect as a means to enhance their affective workings in the classroom and beyond.
Learning practice: the ghosts in the education machineDavid R Cole
This slide share analyses learning and practice together. The idea here is that if analysed together, learning and practice become comprehensible as a conceptual unit that does work in education as a ghost. This ghost acts as means to separate and analyse the educational machine. in
This presentation is an introduction to semiotics as a basis for teaching English as a Foreign Language (TEFL). It makes a case for semiotics as a inter-cultural language learning theory. Main theorists in the field are explained and a connection to the mechanics of English teaching is made.
Socio-cultural perspectives on second language learning faisal khallab
Language Learning In Social TermsTarget language interactions can not be viewed as a source of input for autonomous and internal learning mechanisms.
James Lantolf is the foremost figure advocating the relevance of socio -cultural theory to SLL
Lev Semeonovich Vygotksy & Jean Piaget (Language & Child Development)Mediation and mediated learningLanguage as a tool of taught
Learning is a mediated process
Learning is socially mediated
Face –to- face interaction &shared processes
This presentation explores the notion of affective literacy and relates it to TEFL (teaching English as a Foreign Language). At the heart of affective literacy is 'affect' and how we work with it. Affect is a multi-dimensional concept that has the potential to transform teaching and learning practice. Educators can engage with affect as a means to enhance their affective workings in the classroom and beyond.
Learning practice: the ghosts in the education machineDavid R Cole
This slide share analyses learning and practice together. The idea here is that if analysed together, learning and practice become comprehensible as a conceptual unit that does work in education as a ghost. This ghost acts as means to separate and analyse the educational machine. in
This presentation is an introduction to semiotics as a basis for teaching English as a Foreign Language (TEFL). It makes a case for semiotics as a inter-cultural language learning theory. Main theorists in the field are explained and a connection to the mechanics of English teaching is made.
Socio-cultural perspectives on second language learning faisal khallab
Language Learning In Social TermsTarget language interactions can not be viewed as a source of input for autonomous and internal learning mechanisms.
James Lantolf is the foremost figure advocating the relevance of socio -cultural theory to SLL
Lev Semeonovich Vygotksy & Jean Piaget (Language & Child Development)Mediation and mediated learningLanguage as a tool of taught
Learning is a mediated process
Learning is socially mediated
Face –to- face interaction &shared processes
This presentation takes the philosophy of Gilles Deleuze and formulates a 2 role model of affect from his philosophy. This model is applied to education and how one learns. The model deal with power and language in education.
On the uses and abuses of Deleuze & Guattari for educational researchDavid R Cole
This presentation takes the philosophy of Deleuze & Guattari and applies it to educational research. Different texts are discussed and various approaches are outlined. The presentation finishes with educational approaches developed by researcher David R Cole.
Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library)_ Marion Williams
Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
This presentation outlines the notion of Educational life-forms. These life-forms run through educational practice. This presentation demonstrates how to use the philosophy of Gilles Deleuze as pedagogy.
This presentation takes the philosophy of Gilles Deleuze and formulates a 2 role model of affect from his philosophy. This model is applied to education and how one learns. The model deal with power and language in education.
On the uses and abuses of Deleuze & Guattari for educational researchDavid R Cole
This presentation takes the philosophy of Deleuze & Guattari and applies it to educational research. Different texts are discussed and various approaches are outlined. The presentation finishes with educational approaches developed by researcher David R Cole.
Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library)_ Marion Williams
Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
This presentation outlines the notion of Educational life-forms. These life-forms run through educational practice. This presentation demonstrates how to use the philosophy of Gilles Deleuze as pedagogy.
This presentation uses the imagery of car crashes and traffic jams to explore the unconscious. This exploration is combined with the conceptual construction of Deleuze & Guattari's plane of immanence.
Globalisation and Educational ResearchDavid R Cole
This presentation examines Guattari's cartographic method for educational research. The method is applied to 2 examples: Sudanese families in Australia and young Muslims in Australia on Facebook. The result is a reading of the forces of globalisation in education.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
This presentation works through Guattari's notion of cartography. Cartography is a non-methodological research praxis. Applied to TEFL, the use of cartography helps us to open and expand our analysis of what works to an enveloping sense of how TEFL fits into the world and what universe eventuates because of it
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
A pedagogy of_multiliteracies_designing_sociabluegrassjb
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.
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
Assessment for cultural learning in contexts for students learning. By an interchange for minimun needs. Indeed this can enhange your qualifications in social studies habilities in language. By Vielka Reece D.
This presentation examines "Learning to think in the Anthropocene". By combining ideas from Deleuze & Guattari with a case study of the city of Dallas, Texas, this presentation critiques the remarks of George H.W. Bush at the 1992 Rio Earth Summit, and provides a way forward for thinking in the Anthropocene
Globalisation:Superdiversity, supercomplexity and TEFLDavid R Cole
This presentation looks at globalisation through superdiversity and supercomplexity and applies these concepts to TEFL. Globalisation is a critical global process that impacts on and refigures English teaching in local contexts. This presentation asks students to take the forces of globalisation seriously as a content based element of English teaching.
Surviving Economic Crises through EducationDavid R Cole
These slides show quotes and images from the book, 'Surviving Economic Crises through Education'. Each chapter adds a new perspective and further evidence with respect to how to survive an economic crisis. through education.
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
This presentation investigates approaches to enhancing critical thinking in the 21st century. The use of philosophy, P4C and epistemology are examined. The focus here is on critical thinking enhancement in high schools.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. WHAT IS MULTIPLE LITERACIES THEORY (MLT)?
• Literacies are actualized according to a particular context in time and in space in which they operate.
Given the nomadic tendencies of literacies; they are not wed to a context, but are taken up in
unpredictable ways across various contexts. Reading is both intensive (disruptive) and immanent.
Literacies involve constant movement in the process of becoming other. There is potentiality in
releasing literacy from its privileged position as the printed word by not allowing it to govern all other
literacies. In this way, literacies open themselves to what is not already given. In short, literacies are
about reading, reading the world, and self as texts (Masny, n.p.).
3. DEFINITION OF MLT (II)
• Multiple literacies refer to literacies as a construct - machinic assemblages: social, medical, economic,
etc. Literacies consist of words, markings, gestures, attitudes, ways of communicating, human and non-
human. Accordingly, literacies constitute ways of becoming: becoming with the world. They involve
texts in the virtual that actualize as sense emerges. They are taken up as visual, oral, written, tactile,
olfactory, and in multimodal digital. Literacies constitute texts, in a broad sense, for example, music,
visual arts (painting, sculpting), physics, mathematics, digital remixes. Texts are assemblages of events.
Moreover, literacies fuse with socio-political, cultural, economic, political, gendered and racialized
contexts. This is how literacies are coded. These contexts are not static. They are fluid and transform
literacies, and produce speakers, writers, artists, digital avatars: communities
4. Key
A** - Affective literacy. Everything about reading, writing,
speaking and listening that activates desire, and relates to
power in the individual and the group.
Family literacy – close to affective literacy, relates to early
influences on the individual and ways in which their desires are
channelled through family experiences.
Technologically mediated literacies – We live in a
technologically mediated epoch. From an early age children
watch TV, listen to music and interpret ideas through these
processes. These literacies, including visual and aural literacy
develop quickly in most individuals.
Print literacies – These are dealt with through traditional
schooling and home environments where the parent takes an
active role in encouraging reading and writing with their child.
They relate to technologically mediated literacies in that they
are secondary processes
5. Multiliteracies
vs. MLT
Multiliteracies MLT
Philosophy phenomenology transcendental materialism
Technology of primary importance of equal importance with
every other contemporary
literacy practice
Power work towards the
globalisation of literate
behaviours and ultimately
the power of corporations
emphasis is on local
interactions causing
changes and micro-
systems that directed
power from the bottom-up
6. Multiliteracies vs.
MLT
Multiliteracies MLT
Community meanings for communities
of learners aim towards a
standard democratic
direction
meanings are communal
but not fixed nor defined by
any pre-conceived agenda
Creativity organised and structured
projects; interdisciplinary
curricula link knowledge
areas
random collisions of affects;
local knowledge produces
inspiration and art
(Deleuze, 1995).
Otherness tend to shut out such
considerations through
communities of practice
strangeness and alienation
may be explored through
personal literacy and affect
7. MLT PRACTICE
• Literacies are multiple yet completely inter-related
• In any given content there are multiple micro (personal) and macro (political) literacies: MLT goes
beyond such dualism
• For example, students will exhibit literacies from their L1 + culture, hybrid (global) literacies and
emerging Taiwanese-English literacies + any literacies picked up during schooling
• The skill of the EFL teacher using MLT is to encourage the different flows and execution of multiple
literacies.
• Choose examples for pedagogy that offer affordances to these multiple literacies
9. MLT AND TEFL - ISSUES
• How can your students understand the multiple literacies in the classroom context?
• Take a pertinent issue for your cohort: e.g., school resourcing, staffing issues, national identity, colonialism,
environmental degradation …
• There are multiple literacies associated with this issue (micro and macro):
• Questions:
1) How does the issue affect me/us?
2) Why is the issue important?
3) What do we have to learn about in order to express ideas about the issue?
4) What are the different modes of expression that are possible with respect to this issue?
5) What is a clichéd, obvious way to express myself about this issue? What usually does not get expressed? How
can I express myself otherwise?
10. MLT AND CINEMA
• An example of multiple literacies …
A Pedagogy of Cinema
13. MLT, CINEMA AND TEFL
• Choose specific images from films (5-10)
• Describe what you see
• How can you describe the atmosphere of the shot?
• What does the image ‘do’ – how does it make you feel?
• How does the image imply material processes beyond the obvious, representational level; e.g., decay,
deprivation, realisation, depression, confusion ….
• How does the image work in space & time?
• Can you relate the images/make them work in a different way?
• What other elements are present in the images; e.g. music/dialogue/plot/tension …
14. WHY DELEUZE & GUATTARI?
• A break from the past – for a ‘people yet to come’
• Non-reductive/non-normative/post-positivist (emergent-coded-reciprocating)
• Allows for/encourages methodological arrangements depending on context and requirements
• Pushes research to the ‘nth’ degree
• Always posing further questions
• The concepts that may be evolved from a context/particular study are unknown/open …
• Political-social-cultural-ethical (immanent)
• Have an array of previously evolved concepts for deployment; e.g. assemblage, BwO, desiring-machines, plane
of immanence
• The use of these concepts depends on the study undertaken (toolkit) …
• Are Deleuze/Guattari primarily non-conventional?
15. MLT AND RESEARCH
• Every teaching and learning context is different.
• How do we make sense of the complexity that confronts us in the modern world?
• What is the best way to separate and work with the different literacies in our context?
• How does MLT work with:
1) Language teaching and learning (TEFL)
2) Assessment (formative & summative) - examinations
3) Curriculum matters/textbooks/knowledge progression?
4) Behaviour management
5) Social mores, e.g. class
• MLT includes the impetus to continuously do research and to understand the context in which we teach and learn
(cartography)
16. MULTIPLE LITERACIES THEORY
A complex practice of literacies
Do not assume that literacy is fixed or understandable as a
linear process of improvement
Literacy relates to non human objects and things in the world:
e.g., computers, art-forms, music
Literacy is a political ‘micro’ practice that can make subjects
areas and knowledge ‘take on life’
Literacies are akin to organic life…
Masny, D & Cole, DR, Multiple Literacies Theory: A Deleuzian
Perspective, Sense Publishers (2009)
17. MAPPING MULTIPLE LITERACIES
Teachers and students can map literacies
The mapping of literacies should take account of: affect, power,
group dynamics, digital technology, etc.…
Multiple literacies will increase the affordances and
opportunities that the subject areas represent
The mapping of multiple literacies is cross-disciplinary, e.g.
using mathematics to understand music.
Masny, D & Cole, DR, Mapping Multiple Literacies: An
Introduction to Deleuzian Literacy Studies, Continuum (2012)
19. FURTHER READING
• Cole, D.R. (2010). Educational Lifeforms: Deleuzian Teaching and Learning Practice. Rotterdam: Sense
Publishers.
• Cole, D.R. (2013). Deleuze and Narrative Investigation. The Multiple Literacies of Sudanese families in
Australia. Literacy, Volume 47, Number 1, April, 35-41.
• Cole, D.R. (2012). Latino families becoming-literate in Australia: Deleuze, literacy and the politics of
immigration. Discourse: Studies in the Cultural Politics of Education, Vol. 33, No. 1, February, 33-46
• Cole, D.R., & Bradley, J.P.N. (2016). A Pedagogy of Cinema. Rotterdam: Sense Publishers.
• Masny, D., & Cole, D.R. (2012). Mapping Multiple Literacies: An Introduction to Deleuzian Literacy
Studies. London: Continuum.
• Masny, D., & Cole, D.R. (2009). Multiple Literacies Theory: A Deleuzian Perspective. Rotterdam: Sense
Publishers .