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10.14.09
Defining Multiliteracies
Purpose
While the
New London Group's articulation of multiliteracies is best known, Selber
and Unworth respectively provide useful definitions that both support
some notions of the New London Group and enhances other. We will see what
each scholar adds to the conversation and judge each's value. Furthermore,
we will discuss why institutions have not readily embraced these proposals.
Finally we will discuss how these principles can be applied in English
Studies.
Review
Presentations
Robin, Angela, and Mel will present on their pedagogical tools.
Discussion – What are multiliteracies?
We will discuss the following:
- What questions do you have about these articles?
- What are their respective arguments? How does each define multiliteracies? What themes cut across all of the discussions? What is drastically disinctive to a particular scholar?
- Dewey defines education as "that reconstruction or reorganization of experience which adds to the meaning of experience, and increases ability to direct the course of subsequent experience" (p. 76). The New London Group hesitantly defines the mission of education as "to ensure that all students benefit from learning in a ways that allow them to participate fully in public, community, and economic life" (p. 9). Are they making the same claims? If so, how, If not, what is different? How do you account for the differences? What do you think the definition of education should be?
- Why do you think governments and schools, especially English Studies have not embraced these theories?
- Considering that most English Departments have limited resources, how would you argue for a multiliteracies (or aspects thereof) pedagogy, especially when computer technologies seem to be a significant element of the three proposals?
Activity – Going Multiliterate
As a class, we will choose an English Studies course and work collaboratively to incorporate elements of multiliteracies into the curriculum.