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    Multiliteracies Literacy Learning and TH PDF

    Uploaded by

    Giselly Amado

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    © All Rights Reserved
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    of 16
    LITERAGIES Series Editor: David Barton Lancasler University “Literacy practices ae changing rapid in contemporary socetyin response to brotd sock, economie and technological changex In education, the ‘workplace, che media and in everyday lie. The Lita series has been Aleveloped to reflect the burgeoning research snd acholarsip i de Bel fof iteracy studies and it inereasinglyinterdacpliary nace, The tries Sms totale reading sn wrtng within ite broader ineinional content ‘where literacy is considered a socal practice, Workin this field has been ‘developed andl dravn together to provide books which ae accesible, inter~ disciplinary and international in seape, covering a wide range of social and Inautudonal contexts SITUATED LiTeRACTES Reading and Writing in Context eit by Davi Bavion, Mary Henna Ra anid [MULTILITERACIES Literacy caring ad he design of soca tures ‘Eid ly Bil Cop and Mary Kalontes GLOBAL LITERACIES AND THE WORLD-WIDE WEB ie by Gall. Hacither and Chi L Sle dior Boar: sa Averch Heo Unis Rox hae Lennie Univeiy Mike Bayram Uni of Gunther Kees Unto Lindi Tadao Sydny Jane Mace Seuhdant Uns David Bloome Vandi Uiventy Jet Maybin Opn Unity [Norman Firiough Lancair ‘Greg Myers Lene Univry 7 Mastin Penson Onder of Cape James Gee Unies of Wizosin ‘Ta [Nigel Hall Mancha Mepotion Bran Stret Une of Lando niet Michael Stubs Unvrly f Pier Mary Hamilton Laven Univoniy Denny Taylor Hafra Unies Pete Hannon Shield Univrsty Daniel Wagner Unive of Shiey Brice Heath Stnfrd Uniesiy —Pennivania MULTILITERACIES Literacy learning and the design of social futures Edited by Bill Cope and Mary Kalantzis for the New London Group Looe SLE, Ss a Ey fe i London and New York BILL COPE AND MARY RALANTZIS the wording ofa common argument. By the end of che meeting, we of plenary presentasons and small discussion groups the Fourth International Literacy and Education Bésearch Network Conference held in Townsuille, usual, in June-July, In Toms, we again metas a group for three géys, and began to plan this book, This planting cootinued when nex before the Domains of Literacy Conference atthe Insane of Eduction, University of, original discussions and the "to include Dave Bond from the the University of Wivatersrand in fourdh time in Alice Springs, Aus sand Eaveation Research Net ‘he book. This book, then, is callaboration now extend ‘metin New London. than ever a product of international Al beyond the seal group who originally “shat srw as he form (he “how of Tersey eta the book itended se bs or opesrended ow estos aon he wo ramen bic al F penile ew rserch teas and elp fame cna =P mping to cme to pin wih ear changing er: Sonal engfonment. Sera, tence oor nial atempt to pt he Mutter iw into caeuan pace. Thi second sapect of ie Sook presen te wok tat Wel in cai age In the proc ‘o st up rier calaborate ecch reson a pros {rms of comes development tha te exempi, extend and eng the ideas tetatvelymiggete i the nil Hood Esetiona! ‘bs paper and now hs Book Sialogve with spark eas experiment 1 A PEDAGOGY OF MULTILITERACIES Designing social futures ‘The New London Group ewere posible to define generally the mision of education, it could be sid that tr fandammental purpene to ensure dhatallstadents benefit fom learning in ways tha allow them to parcipae flyin publi, communis, and economie Ife. Pedagogy ira teaching and learning reldonsbip that ‘creates the potential for birding learning eondilons leading to fll and ‘avitable social participation. Literacy pedagogy. specifically, isexpecced to playa parteulaslyimportantrol in fing tie mason. Traciiomally his thas meant teaching and learning to read and waite in page-bound, oil standard forms ofthe national language Literacy pedagogy, i other words has been a carefully resticed project ~ resuicted to formalised, mon0. ‘ngual, nanocaltural, and rulegoverned forms of language. Tn this boo, we attempt to broaden this understanding of ieracy and Ieracy teaching and lesrning tO Include negodating a mulipicry of discourses. We sec to highlight wo principal aspects of this mulplicy Fiat want to extend the idea and scope of literacy pedagogy to account for the content of our culturally and linguisially diverse and snreasingy ‘lobalised societies; to account for che mulfarious cultures that interrelate 5nd the plualy of texts that creulate. Second, we argue that literacy ‘sagogy now aust account forthe burgeoning vie) of ext forms asso- Gated with information aad mukimeda technologies. ‘This includes “understanding and competent control of representational form that are ‘becoming incressingy significant inthe overall communications exwo- ‘ent, suchas visual images snd their elatiouship to the writen word ~ for instance, vial design i desktop pushing or the interface of visual and {inguiste meaning in mulkimedia Indeed, this second point relate closely Dbackto the fst the proifeation of communications channels and media supports and ettends cultural and subeultural diversity. As soon as our fights are act. on the objective of erating the leamning condiGons for Fall social paricipaion, the sve of diferences becomes ericaly importa How dowe ensure that diferences ofeultre, language, and gender aren ‘riers to euatonal sccen? And what re the implications of there dlerenes for lterey pedagogy? ‘Ths question of iferences has become a main problem that we mst snow adres or eduetors And alhough numerous tears and races have been developed sponse responses, a he moment there seems © be prucilr ant aoc how w proceed. Whats appropriate edaton for women; fr indigenous peoples, for Snigrant no’ do 80 sped the national language: for Speakers of nonstandard dialect? What it appropiate fora nthe conte of the cer more rial factor of local Alera global conectednea? As educator auerpt to ares the contest of cultural and lingutse diertyUnough Mery peesgrey. We hea shill dams ad eountercsina abou poll correc, te eanon ‘of great iterate, gray and bac, ‘Theprevaling ane fant ill in party the sense tat, depite ood on the pat of ecuctton, despite profesional expertise, and {tic the inne amouns of mony expended o develop new aproszbes, there are tl tase dspries in ie chances ~daparises hae ty oem tobe widening el forte. the seine, adil changes are excurrng Jn the nature of public, communi and economic Me A song sense of Chizenship seems to be gen wy tea genio, and communes Se beskng into ever ore dherse and sabeauralydained groupings ‘The changyg technological and organisational shape of working Ile roids some wih aco ifespes of unprecedented aocnce, whe Exchding others in way that are inreaingly rented tothe outcomes of ‘fucaion and walning Temay well be Wat we have to reciok what we are teaching, and, in parcular, wha new leering needs iercy pedaony mnght now adres ‘The changing present and near futures: visions for work, ‘itizenship and lifeworlds ‘The languages needed to make meaning are radically changing in three realms of our exsence: our working ives, our public lives (eitzenship), ‘and our persona es (iewor) Changing working foes ‘We are Ising dhrough a period of dramatic global economic change, a new busines and management tkeories and practices emerge across the ‘developed world, These theories and pracices stew competition and markets centred on change, lexi, quali, and dsineve niches not the mass produc ofthe ‘ol apitals (Cross, Feather and Lynch 1894; 10 A PEDAGOGY OF MULTILITERAGIES Davidow and Malone 199%; Dea! and Jenkins 1994; Dobyns and Crawford Mason 1991; Drucker 1998; Hammer and Champy 1998; Ishikawa 1985; Lipnack and Stamps 19985 Petes 1992; Sashkin and Kiser 1988; Senge 1990), A.whole new terminology crstes and recroses the borders beewee ‘hese new business and management aicoures, on tbe one hand, and iscourses concerned with education, educational reform, and cognitive feience, on the other (Sereiter and Scardamaba 1988; Bruer 1898; Gardner 1901; Lave and Wegner 1991; Light and Butterworth 1998; Perkins 1903; RogetT 1090}, ‘The new management theory uses words that are very familar educators sachs nowledge (asin "knowledge worker), earn- ing (a in learning organizadon’), collaboration, alternative assessment, communis of pracice, neworks, and others (Gee 19%4b). In adliion, ‘ey terms and interest of variovs postmodern snd evteal discourses focusing on iberaton, the deructon of lerarhies, and the honouring of civersty Faigey 1992: Freire 1968, 1973; Freire and Macedo 1987; Gee 1903; Giroux 1988, Watkerdine 1986) have fownd their way into these new business and management discourses (Gee 1994), ‘The changing nature of work has beea variouly called ‘postFordisa™ (ore and Sable 1984) and "ist capitalism’ (Gee 1994a), PosiFordism replaces the old hierarchical command structures epitomised in Henry Ford's development of mass production techniques and represented i ‘caricature by Charie Chaplin inthe film Maden Tier an image of mind less repetive unskilled work on the industrial production line. Ineead, ‘with the development of posfordism or fst capitalism, more and more ‘workplaces are opting for 2 flauened hierarchy. Commionent, respon- ‘Sbiiy, and motiadon are won by developing a workplace elu in which the members of an orginiation ideaufy wich Is vison, mission, and ‘corporate valuss, The old veral chins of command are repiaced by the horizontal relationships of teamwork. A drion of labour into is minute, desl components is eplaced by “soulsille’, welbzounded workers toho are flexible enough to beable to do complex and integrated work {Cope and Kalantis 19974) Indeed, in the most advanced of postFordist, fat capitalist workplaces, rational stractures of command and control are being replaced by relationships of pedagogy: mentoring, taining, and {he learning oxganizauon (Senge 1980). Once divergent, expert, dsc plinary knowledges such a teaching and management are now becaming loser and closer. Ths means that, as educators, we have a greater respon- Sibiliy t consider the implications of what we do in reason toa productive working ie. "Wiha new worllife comes a new language. A good dea of this change is the result of new technologies sch athe feonographi, tea, and sereen- ‘based modes of interacting with automated machinery ~ "wser‘rendly ‘nterfacer operate with more sub levels of cultural embeddedness than interfaces bused on sbstinet commands ot ch of the change also the THE NEW LONDON GROUP result of the new socal relationships of work. Whereas the old Pordist ‘organo depended upon dear, precise and formal stems of command sich 38 writen memos and the supervisor's orders, elective teamwork Alepends to a much greater extent on informal, ora, and interpersonal ‘course. This informality also translates into hybrid and nterpersonally fensitwe informal writen forms, auch 25 eleeronie mall (Sproul and Kiceler 1981). These examples of revolutionary changes in technology and the nature of orgeistions have progced nes language of work. They are all rearone why literacy pedagogy har 19 change iit i tobe relevant fhe new demands of working fe if esto provide al student with access {olin employment. For fst capital i also a nightmare, Corporate cultures and thelr iecoures of familiarity are equenly more subly and more rigorously ‘xclnive than the most nay hanes sty of hierarchies. Replication ‘of corporate cutre demands assimilation to mainstream norms, ad this ‘really work only fs person already speala dhe language f he mainstream. or anyone who is not «comfortable pat ofthe elture and discourses of the sainatreamy, itt even harder to get into networks that operate inform al than itwas to enter int the old scores of formality. This acrucial factor in producing the phenomenon of the glass eeling; dhe point at ‘which employment and promotion opporainities come t an abrp stop. ‘And fst capitalism, nowithsanding is discourse of eolaboraion, culture, and shared valves, ig aleo a vicious world driven by dhe barely resuained market As we remake our literacy pedagogy 10 be more relevant to anew ‘world of work, we need to be aware of the danger that our words become ‘coopted by economically and marketdriven dicouses, no maller BOW ‘omtemporaryand‘posteaplallst These may appear "The new fe capital Iterative eestes adaptation to constant change through thinking and speaking for oneself entique and empowerment: Spnovation and creativity: technical and systems thinking, and learing. ‘how to learn, All of dese ways of thinking and acting are carried by new and emerging drcoures, There new workplace dlacouties can be ken in two very diferent nays ~ as opening new educational and social poss bilies oF as new system of mind control or exploitation Inthe positive ene, for instance, the emphases on innovation and ereaity may ft well ‘witha pedagogy hat views language and other modes o representation 2s ‘dynamic, comtaaly being remade by meaning-makers in changing 24 ‘vated contexts However, it may well be that marketdirected theories and practices, even hough they sound humane, wil never authentally inckade 9 vision of meaningfil success for all stem. Rarely do the proponent of these Ideas sesiousy consider them relevant 10 people ‘destined for skilled and elt forms of employment. Indeed n-asstem that Sul values vany disparate socal outcomes, there will never be enough oom atthe top" An suthentcally democratic new Vision of schools ast 2 A PEDAGOGY OF MULTILITERACIES Include a vision of meaningful success fr alla Vision of succes thats not ‘defined exclasvely in economic terme and that has embedded within its ‘risque of hesarchy and economic injustice. ‘Ip responding tothe radical changes in working life that are curently under way, we need to tead a careful path tat provides students with the ‘opportunity to develop sklls for access to new forms of work Urough Teaming che new language of work. But at dhe same time, our role teachers snot simply tobe technocrats not our jab fo produce docile, ‘compliant workers Students need neo ta develop the expaciy to speak up, ‘ontgotae and to beable to engage eal wh the conons oftheir working les Tndetd he evn goa of access and crteal engagement need not be Incompatible. The quesion i, how might we depart from the latest views and aualyes of hightech, globalised, nd eulearaly diverse workplaces and relate thew toedacational programmes that ste based an abroad vision of the good life and an equitable scieg? Paradoxically, the new efficiency requires new sjstems of geting people motivated that might be the basis fora democrat pluralism in tbe workplace and beyond. In the tealm of ‘work, we have called this utopian possibiliy "productive diversi the idea ‘hat what seems to bea problem ~the muléplicty of rultres, experiences, ‘ray of making meaning, and ways of thinking ~ can be harnessed 28 an asset (Cope and Kalanis 1997). Crose

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