multiliteracies

Summary of some literature about multi-literacies and online pedagogies
Multiliteracies- first proposed by the New London Group.
Historically, communications media have included spoken language, writing, print and some visual media like photograph and film.
The task is not so much a revolution of in with the new but a blending of traditional and new communications media.
Making creative judgments and engaging in performance , action are more important in the new literacy,
Mastering literacy and numeracy are still mainstays of education but multilingualism, multiliteracy , languages and culture is becoming important for effective global communication
There are The six design elements are pedagogy for multiliteracies ( Cope & Kalanstzis, 2000)
Linguistic Meaning - language in cultural contexts
Visual Meaning - seeing and viewing
Audio Meaning - hearing and sound
Gestural Meaning - movement
Spacial Meaning - space and place
but
critical literacy is the pedagogy of choice.
Luke and Freebody saw 4 roles or aspects of the literacy learner
code breakers,
text participants,
text users and
text analysts which relate to the above meanings

and Green’s 3D model analysis that is three intersecting sets

Operational,
Cultural and
Critical.

The four families of critical literacy to
Understand the purpose of the text
and from whose point of view
As well as understanding language ( Knoelel & Healy, 1988)

1 Language Education- social practices
2 Cultural Practices- understanding that language is never meaning free
3 Analysing and evaluating
4 social awareness and active citizens

(Wash & Grant 2002) Critical Literacy Framework use this framework to approach literacy pedagogy
ROLE
POSITION
POWER
STEREOTYPE
VALUES
CULTURE

And LITERACY AS A SOCIAL PRACTICE
Cultural context
Social Issues
Different points of view
Critical literacy
Historical contexts
Deconstructing texts
Political context
Designing and redesigning

Productive pedagogies is a Queensland Education Department QSRLS 1999, approach to literacy pedagogy.
It is based on the tenets that
Pedagogy is the Science, theory and art of teaching therefore both theory and practice It uses Newmann’s 1996
Authentic pedagogy and Hammond’s 1997 Quality pedagogy
It uses the frameworks

1 Intellectual quality- higher order thinking, deep knowledge, deep understanding substantive conversation, problematic knowledge

2 relevance or connectedness-knowledge integration, background knowledge, problems based curriculum, connectedness beyond the classroom

3 supportive environment- student direction, social support, academic engagement, explicit criteria, student self assessment

4 recognition of difference- cultural knowledge, inclusivity, group identities, active citizenship, narrative

and the Inquiry model
1 tuning in
2 finding out
3 sorting out
4 making connections
5 going further
6 taking action
as well as Kalantis and Cope 2003, multiliteracies model.

The challenges have occurred because of technology, work changes, increasing visual communication, diversity, global English and multiple Englishes
And changes to pedagogical thinking such as situated practices, overt instruction, critical framing, transformed practice,
(Experiencing, conceptualising, analysing applying) leading to transformative learning
It also uses cognitive strategies- such as mind mapping,
And
6 thinking hats of de Bonos- white hat- facts figures information needs and gaps
-red hat intuition, feelings emotions
-blackhat- judgment and caution
-yellow hat logical and positive
-green hat creative
blue hat- overviews
as well as
Gardeners concepts of multiple intelligences for example
Logical/mathematical
Linguistic
Spatial
Musical
Body/kinaesthetic
Naturalist\
So that we are not just tapping one intelligence and we are providing a holistic approach to be able to tap the resources at every level, develop the skills in all capacities.
Another concept used in productive pedagogies is
Blooms Taxonomy of cognitive and affective, and psychomotor learning, addressing all aspects of the brain’s capacity.
He uses the concepts of

1 Knowledge
2 Comprehension
3 Application
4 Analysis
5 Synthesis and
6 evaluation
and Productive pedagogies also uses Costa’s Habits of mind and 16 intelligences:
PERSISTING
MANAGING IMPULSIVITY
LISTENING TO OTHERS WITH EMPATHY
THINKING FLEXIBLY
THINKING ABOUT THINING – METACOGNITION
ACCURACY AND PRECISION
QUESTIONING AND POSING PROBLEMS
APPLYING PAST KNOWLEDGE
THINKING AND COMMUNICATING WITH CLARITY
GATHERING DATA THROUGH ALL SESNES
CREATING, IMAGINING, INNOVATING
RESPONDING WITH WONDERMENT AND AWE
TAKING RISKS
HUMOUR
THINKING INTERDEPENDENTLY
LEARNING CONTINUOUSLY

Productive pedagogies has also moved to
Co-operative learning- using small groups
Positive interdependence and individual accountability
Group investigations
Jigsaw
Guided reading
Constructivism- active learning- and connectivism
Brain based learning- patterning and Parallel processor
Theories of learning

Also worth looking at is
Jarvin’s Big6 model: (Jarvin 2006)
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
and Problem based learning (Finkle & Torp 1995)
instructional design in constructivist environments:
· Anchor all learning activities to a larger task or problem.
· Support the learner in developing ownership for the overall problem or task.
· Design an authentic task.
· Design the task and the learning environment to reflect the complexity of the environment students should be able to function in at the end of learning.
· Give the learner ownership of the process used to develop a solution.
· Design the learning environment to support and challenge learners' thinking.
· Encourage testing ideas against alternative views and alternative contexts.
Provide opportunity for support and reflection on both the content learned and the learning process.

References

Chapui, L.,(2003). Pedagogies Australian Capital Territory Education and Training Retrieved Googlesearch 6/4/2007
http://activated.det.act.gov.au/learning/word/elt/1.0_Pedagogy.pdf


Cope & Kalanstzis, (2000) Investigating Identity and Power relationships
Retrieved Googlesearcch 6/4/2007

http://www.thenetwork.sa.edu.au/identity_web/multiliteracies.html


Finkle & Torp (2005) Problem based learning Retrieved Googlesearch 6/4/2007
http://www.cotf.edu/ete/teacher/teacherout.html


Holland,S.,(2005) Problem based learning. Department of Education and Children’s Services Government of South Australia Retrieved Googlesearch 6/4/2007
http://www.tsof.edu.au/resources/pbl/


Jarvin.L.,(2006). what is the Big 6?TM V Retrieved Googlesearch 6/4/2007
http://big6.com/showarticle.php?id=415


Knobel, KM. & Healy, A. (1988) Critical literacy theory, the four families, PETA Publication Retrieved Googlesearch 6/4/2007
http://www.thenetwork.sa.edu.au/identity_web/CriticalLiteracyandTeacherResearch/Four_Families.pdf


The State of Queensland (Department of Education, Training and the Arts) (2004).Multiliteracies and communications media
Retrieved Googlesearch 7/4/2007
http://education.qld.gov.au/corporate/newbasics/html/curric-org/comm.html


(Wash & Grant 2002) Critical Literacy Framework Retrieved Googlesearch 6/4/2007

http://www.thenetwork.sa.edu.au/identity_web/CriticalLiteracyandTeacherResearch/
Critical_Literacy_framework.pdf