Rethinking literacy as a process of translation (original) (raw)
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Reconceptualising literacy: Critical multiliteracies for "new times
2013
ReConCepTualiSing liTeRaCy: CRiTiCal MulTiliTeRaCieS foR "new TiMeS" wave watchers © Tony ogle. 1 introduction we can think of changes in the international literacy landscape as a powerful wave. it has reached our shores here in new Zealand; there is no escaping it. in this report, we argue that given the changes affecting our classrooms through information and communications technology, and increasing student diversity not only do we want to prepare ourselves for the wave, but we wish to harness its power. This "wave" involves a reconceptualisation of literacy, known as "multiliteracies", that takes account of an increasing cultural and linguistic diversity and rapid changes in communication technologies. our research project sought to address the paucity of research on multiliteracies in new Zealand, building on a growing body of international literature on multiliteracies.
Language, literacy and diversity. Moving words Book Review
Stroud, C. and Prinsloo, M. (Eds) (2015). Language, literacy and diversity. Moving words. London: Routledge. ISBN: 978-0415819053. 224 pages. This book highlights emerging research which shiTs away from a prescrip&ve viewpoint of migra&on, language, literacy, &me, and scale. Moreover, the book pushes past tradi&onal concepts, beliefs, and percep&ons regarding sociolinguis&cs, sociology, and other theore&cal aspects regarding mobility, language, literacy, superdiversity, and globaliza&on. Consequently, this review will avoid a linear assessment to uncover new threads in each chapter within the web of the book.
Continuity and Change in Literacy Practices: A Move towards Multiliteracies
Journal of Classroom Interaction
In this paper we present findings from an empirical study-in-progress that investigates how a teacher integrates technology, specifically an Interactive Whiteboard (IWB), to teach multiliterate practices when reading multi-modal texts. This research was a collaboration between a teacher and a team of university-based researchers as they used ethnographic action research to make visible the teacher's espoused and enacted beliefs as to what counts as multiliteracies in her classroom during the exploratory first phase of the inquiry. Social constructionism framed our theoretical orientation and our epistemological view of knowledge. Data based on observations, field notes, reflective journal entries, videotapes and cultural artifacts were analyzed from contrastive and holistic perspectives using micro-analytic techniques to interpret ways that meanings were negotiated when reading a multi-modal text on an IWB. Results reported indicate lack of congruence between the teacher's espoused and enacted beliefs, given that her practices focused mainly on traditional print-based modes of communication. These findings will inform the teacher's action in the next phase of the study where ethnographic action research methods will guide the teacher's planning in ways that will align her espoused and enacted beliefs about multiliteracies, multimodal texts and the use of the IWB in her classroom.
International Journal of Bilingualism, 2003
Multilingual literacies: reading and writing in different worlds edited by Marilyn Martin-Jones & Kathryn Jones (2000, pp.395) is the tenth volume in "Studies in Written Language and Literacy" edited by Street and Verhoeven. Collectively this volume provides rich and textured accounts of multiliteracies and how the study of multilingual groups can inform, as Barton argues, the overall field of literacy research. The volume has a coherence of theoretical framework(s) across studies, a varied set of methodological approaches, and careful and systematic presentation of empirical evidence. The collection makes visible ways in which languages and literacies shape, and at times perpetuate, asymmetrical power relations, especially between minority language groups and dominant language and literacy practices in host countries. This concise readable volume is itself testimony to the theme it addresses, that of multilingual literacies. Its organization enables readers to (re)examine the intersection of language and literacies, and to explore new areas of research in the construction of identities, multiliteracies, and social relations. Finally, the book embodies a reflexivity in which researcher and researched, reader and writer, theory and practice, languages and literacies are viewed as mutually shaping one another, an issue often ignored in literacy research.
BREAKING THE MONOLINGUAL CHAINS: TRANSLANGUAGING FOR ACADEMIC-LITERACY ACCESS AND SUCCESS 1
BREAKING THE MONOLINGUAL CHAINS: TRANSLANGUAGING FOR ACADEMIC-LITERACY ACCESS AND SUCCESS, 2021
We question the validity of using one language for learning and teaching in our contemporary literacy and other classrooms. We argue in favour of linguistic and cultural diversity as a precondition for academic readingliteracy accomplishment in particular, and education in general. We lament that despite its harmful effects on educational achievement for multilinguals, monolingual bias is still among us and remains the biggest threat for identity assertion and epistemic access for mainstream multilingual students. The need to break the monolingual chains that shackle literacy and other pedagogy in the 21st C has never been more urgent. The paper reports on an academic reading intervention which draws from socio-cultural and translanguaging fluidity theories; it argues that students' own linguistic and cultural discursive resources can be valuable tools in academic reading pedagogy and concept uptake. Using the reading-development study as a proxy, we query the legitimacy of utilizing mono-language and or mono-culture for learning and teaching in our present-day reading classroom or tutorial room. Data was collected using qualitative methods. The results of this study support the premise that deep understanding ensues when students are actively involved in translanguaged academic reading. The study also found that cross-linguistic enquiry and procedures in academic reading and content uptake are beneficial. Moreover, pedagogy needs to be transformed translingually to democratise classrooms for academic access and success.