EDTC 5631 Wk1 Multiliteracies

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  • 7/30/2019 EDTC 5631 Wk1 Multiliteracies

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    Defining Multiliteracies

    or

    Literacy 3.0

    EDTC 5631 Literacies and Technology

    Dr. Basiyr D. Rodney

    Associate Professor

    Educational Technology

    Webster University

    Saint Louis, MO

    August 25, 2013

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    Overview

    At the end of this presentation, you should be

    able to:

    1. Define Multiliteracies

    2. Define Literacy 3.0

    3. Explain how multiliteracies came about

    4. Describe the what of multiliteracies

    5. Describe the why of multiliteracies

    6. Describe the NLG model of multiliteracies

    7. Provide an example of how multiliteracies

    link to a digital age device

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    Literacy Evolution

    Dominant Language

    Reading

    WritingBasic Numeracy

    TEXT/PRINT BASED

    Subject Matter & Culture

    Science

    Mathematics

    CitizenshipOther native languages

    TEXT/PRINT BASED

    Literacy 1.0 Literacy 2.0

    Literacy 3.0Meaning Making

    Multimodal

    Dominant & Other

    LanguagesMULTIMEDIA

    All literacies value

    Decoding text (reading)

    Subject Knowledge

    Language Proficiency

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    Literacy 3.0: Beyond Reading

    Multiliteracies is concerned with:

    1. Decoding text in dominant as well as other

    languages

    2. Making meaning by interpreting messages

    from different forms of media (Multimedia)a. Text, Audio, Video, Visuals, Manipulatives and

    People are all forms of media3. Understanding process skills and

    competencies for a digital-age economy

    4. Understanding varied forms of literacy thatem ower an individual for learnin and work

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    The What of Multiliteracies

    More than text, reading and language

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    Understanding Multimedia Texts

    Multimedia

    Elements of

    Meaning

    Multimodal

    Elements of

    Design

    Image from A Pedagogy of Multiliteracies: Designing Social Futures.Harvard Educational Review, New London Group, 1996.

    http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=1http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=1http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=1http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=1
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    Multimedia TextsModern Devices embody

    the New London

    Group Frame of

    Multiliteracies

    Multiple Modes of

    Meaning Making

    A Smartphone for

    example facilitatesmultimedia

    messages as well as

    multimodal design.

    Spatial

    VisualAudio

    Gestural

    Linguistic

    Touch Screen

    Hand movements

    Talk

    Music

    Record

    GPS

    Compass

    Multi-lingual

    Keyboard

    Text Messaging

    Graphics

    Video

    Camera

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    Todays Texts

    Todays texts often serve to present the author

    to the digital world and may be collaboratively

    composed and edited; they are frequently

    multimodal, integrating words, graphics,

    sound, and video (Mabrito & Medley, 2008).

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    In a multiliteracies world...

    Written meanings are closely connected with visual,spatial, tactile, gestural, audio and oral modes ofmeaning.

    Navigating contemporary social spaces requires theapplication of not just one set of rules formeaning-making (literacy in the singular), butthe negotiation of different literacies dependingon the people and contexts you encounter. There

    are, in other words, many literacies and thesevary according to cultural context, social purpose,life experience, personal interest, knowledgebase and so on. (Kalantzis and Cope, 2012,

    Online)

    http://newlearningonline.com/literacies/http://newlearningonline.com/literacies/
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    Literacy 3.0: Beyond Reading

    The New London Group (New London Connecticut) Met in

    1996. Many experts on reading, literacy, digital society.

    English was becoming a world language, it was alsodiverging into multiple Englishes. Whereas traditional

    literacy curriculum taught to a singular standard

    (grammar, the literary canon, standard national forms of

    the language), the everyday experience of meaning

    making was increasingly one of negotiating discourse

    differences (Cope & Kalantzis, 2009, pp.2-3).

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    The Why of Multiliteracies

    Era 1 (Literacy 1.0) Era 2 (Literacy 2.0) Era 3 (Literacy 3.0)

    Economy Pre-Industrial

    Rigid Hierarchical

    Industrial

    Rigid Hierarchical

    Knowledge based

    Horizontal Layers and

    Teams

    Work Top Down

    Deskilled

    Division of Labor

    Top Down

    Deskilled

    Division of Labor

    Horizontal

    Multi-skilled flexible

    Knowledge Focus

    Learning Reading, Writing

    Arithmetic

    Designed for

    Compliance

    Maintained the

    prevailing order

    Reading, Writing

    Arithmetic

    Some deference for

    multilingualism

    Self-directed learning

    The knowledge

    worker or learning

    organization

    Accumulation of

    intellectual capital

    Change towards new

    profit making

    structures

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    End

    Review this slideshow as often as you wish.

    You should now be able to:

    1. Define Multiliteracies

    2. Define Literacy 3.0

    3. Explain how multiliteracies came about

    4. Describe the what of multiliteracies

    5. Describe the why of multiliteracies6. Describe the NLG model of multiliteracies

    7. Provide an example of how multiliteracies link to a

    digital age device