Continuity and Change in Literacy Practices: A Move towards Multiliteracies (original) (raw)
Related papers
2011
The comprehension of multimodal texts is now a key concern with the release of the Australian National Curriculum for English (ACARA, 2010). However, the nature of multimodal texts, the diversity of readers in classrooms, and the complex technological environments through which multimodal texts are mediated, requires English teachers to reconsider how they may use multimodal texts to support reading comprehension. This paper presents a micro-analysis of one classroom event, where a Year Four teacher and her students read three texts from a Learning Object. The text was selected by the teacher for the purpose of exploring one key understanding of multiliterate practice; how texts have different meanings for different people. Field notes, transcripts from the video observation, and teacher reflection after the classroom event are analysed. The implications of teacher practice, as well as the consideration of multimodal resources as cultural artefacts that afford and constrain opportun...
Multimodality pedagogies : a multiliteracies approach
International Journal of Learning, 2008
This paper draws on outcomes of a case study which explored changes in teachers' literacy pedagogies as a result of their participation in a purpose-driven teacher professional learning project. The teachers sought to develop classroom responses which were cognisant of multimodal shifts resulting from an increasingly digitised, networked communications environment. Recognising the powerful influence of the teacher on student outcomes, the study sought to investigate teacher learning as a means for influencing print-based literacy pedagogies to incorporate multimodality literacy practices. Four teachers engaged in participatory action research, researching their literacy pedagogies in light of the New London Group's multiliteracies theory (1996;. Schemas derived from multiliteracies theory acted as stimuli for expanding teachers' multimodality pedagogies, consequently addressing disjunctures between multimodal and print-based literacies. Patterns in teachers' pedagogical choices are illustrated through the analytical use of the 'multimodal schema'.
Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators
2017
This study examined the knowledge, dispositions, beliefs, experiences, and educational practices of six literacy teacher educators, from three countries, who enacted a multiliteracies approach to teaching. In this qualitative study, three semi-structured interviews were conducted of each participant over a three year period. Four significant findings emerged. First, these literacy teacher educators held a broad, holistic, and evolving conceptualization of literacy that was not limited to a notion of literacy as a set of autonomous skills (e.g., reading and writing). This conceptualization included a range of multimodal communications: print-based literacies, artsbased experiences, and digital practices. Second, all of the literacy teacher educators designed coherent courses that were driven by a single overarching purpose (e.g., developing a broad and inclusive understanding of literacy and literacy practices). The overarching purpose was realized through17 specific goals and purpos...
Meeting the Challenges of Designing Multimodal Texts to Promote Multiliteracies Pedagogy
Comunicação e Sociedade
This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we analyse an interactive children’s story app, named Mobeybou in Brazil. The research question addressed was: what can we learn about the design of multimodal texts aimed at promoting intercultural learning from the design of this story app? The app incorporates tangible and digital storytelling materials to promote intercultural skills among young children, focusing specifically on Brazil. Mobeybou in Brazil was studied to characterize the design of its multimodal representations of meaning, using categories from the grammar of storytelling and multimodal meaning-making, particularly those concerned with representing the experiential diversity and personal positioning of the app users. The fin...
Negotiating Spaces for Literacy Learning: MultiModality and Governmentality
Negotiating Spaces for Literacy Learning addresses two paradoxical currents that are sweeping through the contemporary educational field. The first is the opening up of possibilities for multimodal communication as a result of developments in digital technologies and the sensitivity to multiliteracies. The second is the increasing pressure from standardised testing, accountability and performance measurement which pull curricular and pedagogical practices out of alignment with the everyday informal practices and interests of teachers and learners and narrow opportunities for diverse expressions of literacy. Bringing together an international team of scholars to examine the tensions and struggles that result from the current educational climate, the book provides a much-needed discussion of the intersection of technologies of literacies, education and self. It does so through diverse approaches, including philosophical, theoretical and methodological treatments of multimodality and g...
Nordic Journal of Digital Literacy, 2013
With digital technology it has become possible and relatively easy to create texts, which contain different kinds of expression, such as images and sound. This challenges the concept of literacy and what it means to create texts in education. By exploring tensions and contradictions in and between different components in the activity system of creating texts in classrooms this article attempts to illuminate conditions for transforming this activity. Activities are here conceptualized as activity systems where components at local and systemic levels influence and constitute each other. Tensions and contradictions at both levels, reflect general issues related to the concept of literacy, as they concern what kind of expressions are considered valuable and primary when creating and assessing texts in educational settings.
Art Research International, 2019
Karen McGarry is a visual artist and arts educator currently working toward a PhD in Educational Studies at the University of Cincinnati. Research interests embrace reflection/reflexivity and critical pedagogy in teacher education and teacher professional development. Prior experience includes adjunct work in teacher education, secondary level visual art and humanities teaching, and studio practice supporting visual artmaking and exhibiting. Abstract: Literacy is more directly linked to language arts than the visual arts even though both disciplines demand a high level of proficiency knowledge. This article examines how Feldman's (1970) art criticism model, applied in visual arts and aesthetics, and Fairclough's (2015) critical discourse analysis (CDA), used predominantly in literacy research, imbricate to reveal a multitextual literacy approach to gesture as an extension of utterance. Transdisciplinary textual analysis, supported by Bakhtin's theories on addressivity and social language construction (1986), critique both cultural appropriation and media literacy. Gesture, as an extension of utterance, transpired from witnessing a random gestural act, blurring textual boundaries in a decoding process to suggest multiliterate awareness in learning ecologies. Art criticism reflection and CDA reveal methods for examining communication processes within cultural contexts and, as a result, suggest integration into educational settings as vital tools for conscientious textual decoding praxis.