In this article, the New London Group presents a theoretical overview of the connections between ... more In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the ...
Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with ... more Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students’ lifeworlds. Such neglect can perpetuate the digital divide among students from diverse home backgrounds. The reform agenda of multiliteracies is to bring about educational justice through a pedagogy of access. In this paper, we discuss how this agenda can be operationalized in the frontline of education—the classroom. We propose a pedagogic metalanguage of transpositional grammar for the learning of multimodal literacy. “Transposition” refers to the process of moving between different forms of meaning (text, image, space, object, body, sound and speech), and changes of attention to their functions (reference, a...
This paper examines the changing landscape of literacy teaching and learning, revisiting the case... more This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a 'pedagogy of Multiliteracies' first put by the New London Group ten years ago. It describes the dramatically changing social and technological contexts of communication and learning, develops a language with which to talk about representation and communication in educational contexts, and addresses the question of what constitutes appropriate literacy pedagogy for our times. It ends with an overview of recent work in the field and provides some examples of attempts to translate the Multiliteracies ideas into educational practice. The New London Group 1 first came together in the mid nineties to consider the state and future of literacy pedagogy. After a meeting in September 1994 the New London Group published an article-long manifesto (New London Group, 1996) and then a book (Cope and Kalantzis, 2000a) outlining an agenda for what we called a 'pedagogy of multiliteracies'. Experts, colleagues, friends, all with a concern for language and education, we had set aside that initial week in 1994 to talk through what was happening in the world of communications and what was happening, or not happening but perhaps should happen, in the teaching of language and literacy in schools. During that week, we used what then seemed to be a daringly novel mix of technologies, a portable computer with a data projector and screen. With these we jointly built a schema-a series of headings and notes-which was to be the structure and argument of the 1996 article and the 2000 book. Not much more than a decade late, portable computers are called 'laptops'. The term 'data projector' has also entered our language more recently. Back then, the machine in question, a very expensive glass-screened device that you laid on a conventional overhead projector, was only known by its forgettable brand name. Today, such tools of text and talk are commonplace, even though they are now nearly always framed by the 'bullet point' 1 Few members of the New London Group are still in the positions they were in 1996. Courtney Cazden has
Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with ... more Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students' lifeworlds. Such neglect can perpetuate the digital divide among students from diverse home backgrounds. The reform agenda of multiliteracies is to bring about educational justice through a pedagogy of access. In this paper, we discuss how this agenda can be operationalized in the frontline of education-the classroom. We propose a pedagogic metalanguage of transpositional grammar for the learning of multimodal literacy. "Transposition" refers to the process of moving between different forms of meaning (text, image, space, object, body, sound and speech), and changes of attention to their functions (reference, agency, structure, context and interest). In particular, we show the value of having a common shared conceptual framework with which to reflect upon and unpack multimodal meaning in terms of its forms and functions. We also describe how a repertoire of knowledge processes, rebalancing the cognitive and the socio-material, affective and embodied, can support teachers in their design for students' multimodal literacy learning. We argue that attention to multimodal literacy in the curriculum, pedagogy, and assessment can be productively supported with a pedagogic metalanguage of transpositional grammar and discuss how this can be a step towards mediating the invisible inequities in education in the digital age.
Abstract: This paper reflects on the principles and practices of design in a time of great social... more Abstract: This paper reflects on the principles and practices of design in a time of great social change. Its narrative begins with a reflection on the structural reasons why design practices and professions are acquiring even greater social significance than they have had in the past. After a context-setting examination of notions of'creative economy'and'knowledge society', the paper moves on to explore the subtly shifting semantics of'design', tracing key aspects of the changing contexts and practices of design. The paper introduces the notion ...
… in which we pass through eleven episodes in the history of cybernetics, each episode focusing ... more … in which we pass through eleven episodes in the history of cybernetics, each episode focusing on one of its perspectives on learning. We end with a coda where we define 'cybersocial systems' and 'cybersocial learning' , phrases we have coined to identify some characteristics of contemporary times, when so many aspects of our lives and learning have come to be entangled with computers.
Yearbook of the National Society for the Study of Education, 2011
Just as a child who has learned to grasp stretches out its hand for the moon as it would for a ba... more Just as a child who has learned to grasp stretches out its hand for the moon as it would for a ball, so humanity, in all its efforts at innervation, sets its sights as much on currently utopian goals as on goals within reach. Because... technology aims at liberating human beings from drudgery, the individual suddenly sees his scope for play, his field of action, immeasurably expanded. He does not yet know his way around this space. But already he registers his demands on it.(Benjamin, 1936/2008, p. 242)
This article examines the strengths and weaknesses of emerging writing assessment technologies. I... more This article examines the strengths and weaknesses of emerging writing assessment technologies. Instead of providing a comprehensive review of each program, we take a deliberately selective approach using three key understandings about writing as a framework for analysis: writing is a socially situated activity; writing is functionally and formally diverse; and writing is a meaning-making activity that can be conveyed in multiple modalities. We conclude that the programs available today largely neglect the potential of ...
In this article, we argue that big data can offer new opportunities and roles for educational res... more In this article, we argue that big data can offer new opportunities and roles for educational researchers. In the traditional model of evidence-gathering and interpretation in education, researchers are independent observers, who pre-emptively create instruments of measurement, and insert these into the educational process in specialized times and places (a pre-test or posttest, a survey, an interview, a focus group). The 'big data' approach is to collect data through practice-integrated research. If a record is kept of everything that happens, then it is possible analyze what happened, ex post facto. Data collection is embedded. It is on-the-fly and everpresent. With the relevant analysis and presentation software, the data is readable in the form of data reports, analytics dashboards and visualizations. We explore the methodological consequences of these developments for research methods.
This article outlines a learning intervention which the authors call Learning by Design. The goal... more This article outlines a learning intervention which the authors call Learning by Design. The goal of this intervention is classroom and curriculum transformation, and the professional learning of teachers. The experiment involves the practical application of the learning theory to everyday classroom practice. Its ideas are grounded in pedagogical principles originally articulated in the Multiliteracies project, an approach to teaching and learning that addresses literacy and learning in the context of new media and the globalizing ...
In educational technology, the idea of innovation is usually tethered to contemporary technologic... more In educational technology, the idea of innovation is usually tethered to contemporary technological inventions and emerging technologies. Yet, using long-known technologies in ways that are pedagogically or experientially new can reposition them as emerging educational technologies. In this study we explore how a subtle pivot in pedagogical thinking led to an innovative education technology. We describe the design and implementation of an online writing tool that scaffolds students in the evaluation of their own informational texts. We think about how pathways to innovation can emerge from pivots, namely a leveraging of longstanding practices in novel ways has the potential to cultivate new opportunities for learning. We first unpack Infowriter in terms of its design, then we describe some results of a study in which we implemented an intervention which included our designed application.
Abstract This article is an overview of the current state of scholarly journals, not (just) as an... more Abstract This article is an overview of the current state of scholarly journals, not (just) as an activity to be described in terms if its changing processes, but more fundamentally as a pivotal point in a broader knowledge system.
ABSTRACT This article explores the potentials of new pedagogical approaches, assisted by digital ... more ABSTRACT This article explores the potentials of new pedagogical approaches, assisted by digital technologies, to transform today's learning environments and create learning for the future���learning environments which could be more relevant to a changing world, more effective in meeting community expectations and which manage educational resources more efficiently.
In this article, the New London Group presents a theoretical overoiew of the connections between ... more In this article, the New London Group presents a theoretical overoiew of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call" multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of ...
In this article, the New London Group presents a theoretical overview of the connections between ... more In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the ...
Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with ... more Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students’ lifeworlds. Such neglect can perpetuate the digital divide among students from diverse home backgrounds. The reform agenda of multiliteracies is to bring about educational justice through a pedagogy of access. In this paper, we discuss how this agenda can be operationalized in the frontline of education—the classroom. We propose a pedagogic metalanguage of transpositional grammar for the learning of multimodal literacy. “Transposition” refers to the process of moving between different forms of meaning (text, image, space, object, body, sound and speech), and changes of attention to their functions (reference, a...
This paper examines the changing landscape of literacy teaching and learning, revisiting the case... more This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a 'pedagogy of Multiliteracies' first put by the New London Group ten years ago. It describes the dramatically changing social and technological contexts of communication and learning, develops a language with which to talk about representation and communication in educational contexts, and addresses the question of what constitutes appropriate literacy pedagogy for our times. It ends with an overview of recent work in the field and provides some examples of attempts to translate the Multiliteracies ideas into educational practice. The New London Group 1 first came together in the mid nineties to consider the state and future of literacy pedagogy. After a meeting in September 1994 the New London Group published an article-long manifesto (New London Group, 1996) and then a book (Cope and Kalantzis, 2000a) outlining an agenda for what we called a 'pedagogy of multiliteracies'. Experts, colleagues, friends, all with a concern for language and education, we had set aside that initial week in 1994 to talk through what was happening in the world of communications and what was happening, or not happening but perhaps should happen, in the teaching of language and literacy in schools. During that week, we used what then seemed to be a daringly novel mix of technologies, a portable computer with a data projector and screen. With these we jointly built a schema-a series of headings and notes-which was to be the structure and argument of the 1996 article and the 2000 book. Not much more than a decade late, portable computers are called 'laptops'. The term 'data projector' has also entered our language more recently. Back then, the machine in question, a very expensive glass-screened device that you laid on a conventional overhead projector, was only known by its forgettable brand name. Today, such tools of text and talk are commonplace, even though they are now nearly always framed by the 'bullet point' 1 Few members of the New London Group are still in the positions they were in 1996. Courtney Cazden has
Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with ... more Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students' lifeworlds. Such neglect can perpetuate the digital divide among students from diverse home backgrounds. The reform agenda of multiliteracies is to bring about educational justice through a pedagogy of access. In this paper, we discuss how this agenda can be operationalized in the frontline of education-the classroom. We propose a pedagogic metalanguage of transpositional grammar for the learning of multimodal literacy. "Transposition" refers to the process of moving between different forms of meaning (text, image, space, object, body, sound and speech), and changes of attention to their functions (reference, agency, structure, context and interest). In particular, we show the value of having a common shared conceptual framework with which to reflect upon and unpack multimodal meaning in terms of its forms and functions. We also describe how a repertoire of knowledge processes, rebalancing the cognitive and the socio-material, affective and embodied, can support teachers in their design for students' multimodal literacy learning. We argue that attention to multimodal literacy in the curriculum, pedagogy, and assessment can be productively supported with a pedagogic metalanguage of transpositional grammar and discuss how this can be a step towards mediating the invisible inequities in education in the digital age.
Abstract: This paper reflects on the principles and practices of design in a time of great social... more Abstract: This paper reflects on the principles and practices of design in a time of great social change. Its narrative begins with a reflection on the structural reasons why design practices and professions are acquiring even greater social significance than they have had in the past. After a context-setting examination of notions of'creative economy'and'knowledge society', the paper moves on to explore the subtly shifting semantics of'design', tracing key aspects of the changing contexts and practices of design. The paper introduces the notion ...
… in which we pass through eleven episodes in the history of cybernetics, each episode focusing ... more … in which we pass through eleven episodes in the history of cybernetics, each episode focusing on one of its perspectives on learning. We end with a coda where we define 'cybersocial systems' and 'cybersocial learning' , phrases we have coined to identify some characteristics of contemporary times, when so many aspects of our lives and learning have come to be entangled with computers.
Yearbook of the National Society for the Study of Education, 2011
Just as a child who has learned to grasp stretches out its hand for the moon as it would for a ba... more Just as a child who has learned to grasp stretches out its hand for the moon as it would for a ball, so humanity, in all its efforts at innervation, sets its sights as much on currently utopian goals as on goals within reach. Because... technology aims at liberating human beings from drudgery, the individual suddenly sees his scope for play, his field of action, immeasurably expanded. He does not yet know his way around this space. But already he registers his demands on it.(Benjamin, 1936/2008, p. 242)
This article examines the strengths and weaknesses of emerging writing assessment technologies. I... more This article examines the strengths and weaknesses of emerging writing assessment technologies. Instead of providing a comprehensive review of each program, we take a deliberately selective approach using three key understandings about writing as a framework for analysis: writing is a socially situated activity; writing is functionally and formally diverse; and writing is a meaning-making activity that can be conveyed in multiple modalities. We conclude that the programs available today largely neglect the potential of ...
In this article, we argue that big data can offer new opportunities and roles for educational res... more In this article, we argue that big data can offer new opportunities and roles for educational researchers. In the traditional model of evidence-gathering and interpretation in education, researchers are independent observers, who pre-emptively create instruments of measurement, and insert these into the educational process in specialized times and places (a pre-test or posttest, a survey, an interview, a focus group). The 'big data' approach is to collect data through practice-integrated research. If a record is kept of everything that happens, then it is possible analyze what happened, ex post facto. Data collection is embedded. It is on-the-fly and everpresent. With the relevant analysis and presentation software, the data is readable in the form of data reports, analytics dashboards and visualizations. We explore the methodological consequences of these developments for research methods.
This article outlines a learning intervention which the authors call Learning by Design. The goal... more This article outlines a learning intervention which the authors call Learning by Design. The goal of this intervention is classroom and curriculum transformation, and the professional learning of teachers. The experiment involves the practical application of the learning theory to everyday classroom practice. Its ideas are grounded in pedagogical principles originally articulated in the Multiliteracies project, an approach to teaching and learning that addresses literacy and learning in the context of new media and the globalizing ...
In educational technology, the idea of innovation is usually tethered to contemporary technologic... more In educational technology, the idea of innovation is usually tethered to contemporary technological inventions and emerging technologies. Yet, using long-known technologies in ways that are pedagogically or experientially new can reposition them as emerging educational technologies. In this study we explore how a subtle pivot in pedagogical thinking led to an innovative education technology. We describe the design and implementation of an online writing tool that scaffolds students in the evaluation of their own informational texts. We think about how pathways to innovation can emerge from pivots, namely a leveraging of longstanding practices in novel ways has the potential to cultivate new opportunities for learning. We first unpack Infowriter in terms of its design, then we describe some results of a study in which we implemented an intervention which included our designed application.
Abstract This article is an overview of the current state of scholarly journals, not (just) as an... more Abstract This article is an overview of the current state of scholarly journals, not (just) as an activity to be described in terms if its changing processes, but more fundamentally as a pivotal point in a broader knowledge system.
ABSTRACT This article explores the potentials of new pedagogical approaches, assisted by digital ... more ABSTRACT This article explores the potentials of new pedagogical approaches, assisted by digital technologies, to transform today's learning environments and create learning for the future���learning environments which could be more relevant to a changing world, more effective in meeting community expectations and which manage educational resources more efficiently.
In this article, the New London Group presents a theoretical overoiew of the connections between ... more In this article, the New London Group presents a theoretical overoiew of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call" multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of ...
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FULL TEXT HERE: https://cgscholar.com/community/community_profiles/new-learning/community_updates/149352
FULL TEXT HERE: https://cgscholar.com/community/community_profiles/new-learning/community_updates/149352