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2.27.13
Multiliteracies Pedagogy
Purpose
We have already
discussed the basic tenets of the New London Group's theories of multiliteracies.
Now we will examine how these theories get put into practice in specific
contexts.
Tool Review
Presentations
Amy and Wil will present on their pedagogical tools.
Activity – Multiliteracy Principles
In following groups of three on Google Drive, you will have 30 minutes to define the terms associated with the topic, justify the concept as the New London Group does, and develop your own example of what these concepts looked liked in practice in an English Studies class. Imagine that you presenting these concepts for a workshop, think about how you would help the audience understand them.
| Group | Members | Topic |
| 1 | Beth, Matthew, Amy | 3 Designs of Meaning |
| 2 | Sarah S., Will, April | 4 Factors of a Multiliteracies Pedagogy |
| 3 | Mae, Sarah J, Susan | 5 Multimodalities |
Discussion – Pedagogy and the The New London Group
We will discuss the following:
The readings for this week present the pedagogical application of The New London Group's multiliteracies' pedagogy. We will discuss the following:
- What questions, comments, or concerns do you have about these articles?
- What are their respective arguments?
- What did you find most interesting about these readings?
- Why do you think governments and schools, especially English Studies, have not embraced these theories?
- Is Michael and Sohmer's chapter more about methodology or pedagogy? What are they saying about the roles of researchers and teachers?
Activity – Going Multiliterate
As a class, we will choose an English Studies course and work collaboratively to incorporate elements of multiliteracies into the curriculum.