Theory of Multiliteracies Pedagogy - Literature review Example

Theory of Multiliteracies Pedagogy Essay Two - EEL441 Elena De Fazio Charles Sturt University Jo Fitzgibbon January 2013 Introduction Technological evolution has transformed the way in which language is used and expressed particularly, in social contexts. Pedagogical changes that are aligned to suit the new variety of communication technologies therefore, became a necessity. The new approaches in Multi-literacies teaching also aim to equip students with new technological skills that will be favourable for them in their overall academic pursuits. So what precisely is ‘multi-literacy’ or ‘multimodal literacy’ and what is its impact on pedagogy? This essay aims to reflect on the way that multi-literacy teaching approach has enhanced quality of learning and teaching, especially in the subject ‘Society and Environment’. This essay will discuss the ‘multi-literacy’ design, and also give examples to explain how pedagogy has been enhanced by application of these new practices with particular attention to three aspects of pedagogy viz., multiculturalism, language as a social practice and digital text. The New London Group The New London Group” (1996) was the name given to a body of theorists, who defined the methods of ‘Multi-literacies’ (1996). The New London Group (1996) gathered to review the evolving changes of literacy through the filter of language, “to consider the state and future of literacy pedagogy” (Cope & Kalantzis 2000, p.1). The main agenda of the group “concerned about how literacy pedagogy might address the issues of rapid and complex change in literacy as a result of globalisation, technology and increasing social and cultural diversity” (Anstey & Bull, 2004, p.77) and they coined the term ‘multi-literacies’. They discussed the nascent changes in the globalized world and argued that new varieties of “text forms associated with information and multimedia of technologies” (p.9) impacted teaching content and scope of literacy and language, within the framework of academic settings. Multi-literacies - Definition Tan (2006) explains, “The term literacy is pluralized or otherwise known as multi-literacies, to incorporate new forms of literacy such as visual literacy, media literacy and computer literacy” (p.6). This suggests the use and communication of the English language, in different media. The term ‘multi-literacy’ signifies the diversity of media channels that are available to students, to learn, understand, communicate and demonstrate their learning far beyond reading and writing; diverse technologies envisages an openness to new approaches to learning and communication technologies. To illustrate further, a good teacher may begin a lesson providing oral and written information, and then proceed to introduce digital products to assist students, encouraging participation in deeper cognitive activities leading to high order thinking. Thus, through a new approach, students acquire more study skills and learn to apply the various tools in different ways; thereby equipping themselves with new technological skills and improving their overall capabilities. Language as a Social Practice One of the positive aspects of the ‘multi-literacy’ design is the idea of using language as a social practice. Language in this case, becomes a means for emotional and social growth and insight. It alters the experience of students by converting essential aspects of language acquisition like grammar, from tedious to interesting. The use of language can shape discourses, values, beliefs and thereby form the basis of social and cultural maturity in individuals. This aspect is very relevant to the overall goals of The Australian Government Quality Teacher Programme (AGQTP), which has “moved to focusing on language as social interaction … the shared process of making meaning” (2007, p.5). The application of symbols and meanings serves different cultural and social purposes and integrates speaking, listening, forming views and expressing emotions, thereby helping students in critical thinking. ‘Multi-literacy’ methods used across subject areas and year-levels help in the emotional and social growth of students and students learn new social approaches within the educational environment. The following may be one way of applying the above to this researcher’s chosen subject of teaching - Studies of Society and Environment: student groups are formed and given hand-outs, to initiate discussions and exchange ideas and comments on various authors on Australian history. Students can be shown a documentary, on a DVD, which will help them visualize history. It will enrich their experiences visually and orally, making it more memorable, as Unsworth (2001) states, “designing learning experiences based on collaborative small group activities, individual independent work and common whole class tasks” (2001, p.20). Authentic Digital Text The introduction of digital tools helps students to acquire new skills and gives valuable insight into the new ways of communicating. Teachers too familiarize themselves with the use of digital tools and then facilitate learning challenges for students, “…individuals are now more likely to be able to be equally engaged as constructors and consumers of textual materials…” (Unsworth 2001, p.13) Integrating technology in the classroom also helps the educator identify the strengths and the weakness of students’. For example, when students are given a research assignment that includes data information, images and the use of YouTube, students can personally edit information on-line. The use of digital technology such as Web 2.0, opens access to global networking to the students. Multi-literacy Teaching Approach and Pedagogy Anstey and Bull (2010), elucidate the concept of multi-literacies practices “as a process of design, identifies the strategic nature of literate practice …in designing, using available resources in new ways, that equips students for a changing future” (2010, p.81). Furthermore, the application of multi-literacies approach in a classroom setting delivers diverse forms of literacy that enhances pedagogy using a semiotic system which consists of signs or codes, and combined with conventional methods of communication to enable members of a group to sharing meaning. One or more semiotic system like paper, electronics, live texts and multimedia may be used to convey meaning (Anstey & Bull 2004). The process of sharing, involves tasks like engaging the group in discussions, intellectual critical analysis, evaluating information and use of new knowledge, and is enhanced further by the use of multimedia applications like media texts, presentations and so on. Unsworth explains this acquisitions as “the knowledge dimension, the pedagogic dimension and the multi-literacies dimension’ (2001 p.19). In a personal context, for example, in my content area of Studies of Society and Environment, students may be asked to prepare an oral presentation and collect relevant data on, ‘What are the health hazards of smoking and whom does it affect’? By gathering and presenting this information, using different technologies, students can be encouraged to enhance their capacities to understand the diversity in the context of social, political, cultural and historical changes in a globalized era. The practice of multi-literacies also supports achievement of high order quality learning and teaching in Studies of Society and Environment in that it empowers students as participants in the creating of meaning. The New London Group (1996) found that development of four aspects critical to high quality learning approach, to aid teachers in the delivery of their content area and have detailed a repertoire of practices that incorporate the design of authentic digital text. They are: Situated-Practice: Educators are communicators and information is transferred from teacher to students. Students engage in meaningful tasks with knowledge of experience and interests. In my content area, (SOSE), students are shown a documentary, a DVD containing visual, audio, and linguistic modes that assist in them in understanding contextual knowledge. Introducing the subject with relevant handouts from authors and then screening a DVD on the subject as part of the ‘introduction’, integrates technology in the lesson as is seen as a tool to enhance their learning and knowledge skill. Overt Practice: Developing awareness in students by engaging them with various texts, facilitating free flow of ideas and sensory reaction from students, with the application of spelling, technical editing and use other media to assist in the composition strategies for the classroom presentation may be cited as a good example of this method. Critical Framing: Initiating research, critical analysis of collated details, aiding reflection, identifying ways to improve learning regarding use of appropriate content/ images to convey precise meaning, in class presentations and class assignments. Transformed Practice: By now, students have recreated designs and meanings. The practices of new learning, new ideas and strategies have made an expansion of ideas. This last development aims to improve awareness and innovation and creativity while learning the subject content. As additional benefits of the multi-literacy approach, learning possibilities for students’ are greatly enhanced, due to the inherent opportunities for improving communications skills, decision-making skills, organisational capabilities, time-management skills and the development of critical literacy. What emerges are endless, progressive possibilities for the teacher to interact with the students. It also helps the instructor to understand the importance of involving the students, tapping their interests and ideas, designing new methods of learning from ideas that are connected to real life experiences. Introducing theories of language as a form of social practice, is easily integrated into the learning process under the multi-literacy approach through the use of social-networking sites, blogs, on-line resources and activities which represent continuous sources of formative data in social media. The pedagogical theory of multi-literacies propounded by the New London Group (1996) elaborates ideas and product technologies with an aim to engage students in tasks that involve cognitive thinking. Integrating technology with learning in the classroom holds the possibility of catering to students’ individualized learning. Instructors, who infuse multi-literacies in their classroom, encourage students towards higher level of thinking. The digital revolution, literacy learning and other multimedia approaches, form a part of the new pedagogy and aid educators to introduce tasks that include technological media, which students learn to use as tools to enrich their learning experience and become comfortable working with. As highlighted earlier, the New London Group (1996) has observed that one has to “to take account of the burgeoning variety of text forms associated with information and multi-literacies technology” (1996, p.9) to significantly expand our understanding of our literacy pedagogical needs. This means that in order to adapt to the demands of a changed world in this globalized era, it is imperative to teach in an environment where students are exposed to different media forms in their learning environment. As Tan (2006) has explained, “One key characteristic from these studies point to the need to have new and multiple literacies that prepare students for citizenship in a technological society” (p.3). Hence, the New London Group (1996) has set the path for a far more embracing concept that includes language, its use and application, in the broader curriculum. Summary In conclusion, the technological advancements in the field of communication and the phenomenon of globalization offer new and exciting opportunities within the educational settings of a classroom. This facilitates innovation and involvement, as new approaches are changing the classroom teaching and learning processes within the classroom. The implementation of the new approaches in multi-literacies aims to change the pedagogical dimension, the knowledge dimension and learning. The operation of multi-literacies, empower students with learning new skills through critical engagement and there is a shift towards critical transformative knowledge. This heightens their appreciation for diverse social, cultural and geographical aspects and promotes a sense of general global citizenship. Consequently, as the result of having learned to appreciate diversity and the changes of language in social practice, students gain knowledge, understanding and an adaptive set of skills. These skill sets enable them to address current expectations of a modern technological society and equips them for a successful future. References Anstey, M., & Bull, G. (2004). Literacy as a special practice, The Literacy Labyrinth, Sydney: Pearson. Australian Government Department of Education, Science and Training under the Australian Government Quality Teacher Programme (AGQTP). (2007). Retrieved, 10th December, 2012. www.aisnsw.edu.au/fundedprograms/agqtp/pages/default.aspx Cope B., & Kalantzis M. (2000). Multiliteracies : literacy learning and the design of social futures (Ed.) for the New London Group, London: Rouledge. Tan, L., (2006). Literacy for the 21st century, Education Technology Division, Ministry of Education. Retrieved on 11th January, 2012. The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures, In B. Cope & m. Kalantzis (Eds). Multiliteracies, literacy learning and the design of social futures. London: Macmillan. Unsworth, L.,(2001). Teaching multiliteracies Across the Curriculum: Changing contexts of text and images in classroom practice, Buckingham: Open University Press. Walsh, M. (2010).Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33,(3), pp.211-239. Read More