The document discusses the proliferation of new communication technologies and how meaning can be made in multiple ways, such as through different forms of representation like written language, visuals, gestures, and more. It introduces the concept of multiliteracies, which recognizes that meaning is made actively and dynamically across different modes and contexts. Multiliteracies pedagogy aims to develop students' competency with both print and digital technologies by providing divergent learning opportunities and alternative forms of engagement. The goal is for students to be able to switch flexibly between modes as needed in today's digital world.

1. Proliferation of New Communications Technologies
Spread of Multimodality
Meaning is Made in Multiple Ways
Home: Increasing participation in online worlds
School:
Rush to Adopt =“Makeover Manner” & Digital Divide
Forms of Representation
1. Written Language
2. Oral Language
3. Visual Representation
4. Audio Representation
5. Tactile Representation
6. Gestural Representation
7. Spatial Representation
Role of Questions:
(Not Authoritative)
Metalanguage
Pathways for Divergence
Shift in Balance of Agency
Meaning Making is Active and Dynamic
Transformation vs. Reproduction
Design
End Goal: The What
Competent and Capable Users of Both Print and Digital Technologies
End Goal: The How
Instead of encouraging mastery of independent technology routines/software/tools, consider the bigger picture new digital technologies present.
Multiliteracies
Mid-1990’s
Impact #1: The Nature and Impact of New Communicative Technology
Impact #2: Variability in Meaning-Making in Different Contexts
Parallel Aspects
Differing Affordances
End Goal: The Why
URGENCY!
Mode-Switching is a necessity in navigating today’s digital & print world!
1. Available Designs
2. Designing
3. The Redesigned
Multiliteracies Theory

2. Realistic View of Contemporary Society
Emancipatory View of Possible Paths to Improvement
Two Views of The Multiliteracies Pedagogy
Multiliteracies Schema
Teacher Factors that Impact Literacy Pedagogy: Engagement
Disposition
Collaboration
Reflection
Professional Development
Goal-Focus
Experiencing
Conceptualizing
Applying
Analyzing
4 Dimensions of Pedagogy
Alternative Starting Points for Learning
Alternate Pathways
Comparable Destination Points
Characteristics of Multiliteracies Pedagogy:
1. Rebalancing of Agency
2. Different Modalities in Meaning Making
3. Divergent Learning Opportunities
4. Alternative Forms of Engagement
Learning Goal
#1
Written Language
Oral Language
Spatial Representation
Gestural Representation
Visual Representation
Audio Representation
Tactile Representation
Meaning- Making Modes
Representational Meaning
5 Dimensions of Meaning- Making
Social Meaning
Organizational Meaning
Ideological Meaning
Contextual Meaning
Student draws on existing representations
Student designs something new
Another student uses the new representation to design something new
The Process Continues
Multiliteracies Pedagogy

3. Work Cited:
Kalantzis, M., Cope, B., & Cloonan, A. (2010). A Multiliteracies Perspective on the New Literacies. In Baker, E. (Ed.), The new literacies: Multiple perspectives on research and practice (41-60). New York, NY: The Guilford Press.