Topic
Multiliteracy
About: Multiliteracy is a research topic. Over the lifetime, 255 publications have been published within this topic receiving 9589 citations.
Papers published on a yearly basis
Papers
1 Jan 1996
TL;DR: 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.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec tions 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 lin guistic 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 ne gotiating the multiple lingustic 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 critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning
5,386 citations
Book•
18 Aug 2005TL;DR: The authors provides a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis, dealing with issues such as: * the fundamental premises of literacy pedagogy * the effects of technological change * multilingualism and cultual diversity * social futures and their implications on language teaching.
Abstract: Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: * the fundamental premises of literacy pedagogy * the effects of technological change * multilingualism and cultual diversity * social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.
2,764 citations
29 Jan 2016
TL;DR: The Routledge Handbook of English for academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast growing area of applied linguistics.
Abstract: The Routledge Handbook of English for Academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast growing area of applied linguistics. Forty-four chapters are organised into eight sections covering: Conceptions of EAP Contexts for EAP EAP and language skills Research perspectives Pedagogic genres Research genres Pedagogic contexts Managing learning Authored by specialists from around the world, each chapter focuses on a different area of EAP and provides a state-of-the-art review of the key ideas and concepts. Illustrative case studies are included wherever possible, setting out in an accessible way the pitfalls, challenges and opportunities of research or practice in that area. Suggestions for further reading are included with each chapter. The Routledge Handbook of English for Academic Purposes is an essential reference for advanced undergraduate and postgraduate students of EAP within English, Applied Linguistics and TESOL.
629 citations
TL;DR: It is suggested that digital competence is a useful boundary concept, which can be used in various contexts and consists of technical competence, the ability to use digital technologies in a meaningful way for working, studying and in everyday life, and motivation to participate and commit in the digital culture.
Abstract: Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be used in various contexts. For this study, we analysed 76 educational research articles in which digital competence, described by different terms, was investigated. As a result, we found that digital competence consists of a variety of skills and competences, and its scope is wide, as is its background: from media studies and computer science to library and literacy studies. In the article review, we found a total of 34 terms that had used to describe the digital technology related skills and competences; the most often used terms were digital literacy, new literacies, multiliteracy and media literacy, each with somewhat different focus. We suggest that digital competence is defined as consisting of (1) technical competence, (2) the ability to use digital technologies in a meaningful way for working, studying and in everyday life, (3) the ability to evaluate digital technologies critically, and (4) motivation to participate and commit in the digital culture.
557 citations
TL;DR: In this article, the authors argue that contemporary cultural forms such as television and the Internet involve more than the perceptual system of sight and more than visual images as a communicative mode, and that to be relevant to contemporary social practice, art education must embrace interaction between communicative modes.
Abstract: The central claim of this article is that contemporary cultural forms such as television and the Internet involve more than the perceptual system of sight and more than visual images as a communicative mode. Meaning is made through an interaction of music, the spoken voice, sound effects, language, and pictures. This means that even the recent shift to visual culture among art educators is insufficient to position art education within a reconceptualized, broad definition of communications. To be relevant to contemporary social practice, art education must embrace interaction between communicative modes. The recent concepts of multiliteracy and multimodality are suggested for this purpose. This article examines why these concepts have emerged, the challenge they make to art education's traditional interest in the visual, and what teachers can begin to do in the classroom.
257 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 20 |
| 2020 | 27 |
| 2019 | 20 |
| 2018 | 18 |
| 2017 | 16 |
| 2016 | 24 |