elearning, Multiliteracies and Pedagogy

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e-learning, Multiliteracies and Pedagogy

• Jennifer A. Hudson
• Assistant, Faculty Development
• Adjunct Faculty, English
• Southern Connecticut State University
• Tel [phone] E-mail hudsonj1_at_southernct.e
  du

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Multimodality

• What is it?
• Perception and understanding (meaning-making)
  via one (or all) of the following perception and
  understanding channels
• linguistic
• audial
• visual
• tactile

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Are our pedagogies open to multimodality? Do
our pedagogies recognize multimodal learners and
multiliteracies?
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Multiliteracies Theory
What does the term multiliteracies mean?
coined by the New London Group (1996) to
highlight two related aspects of the increasing
complexity of texts (a) the proliferation of
multimodal ways of making meaning where the
written word is increasingly part and parcel of
visual, audio, and spatial patterns (b) the
increasing salience of cultural and linguistic
diversity characterized by local diversity and
global connectedness (see http//www.multilitera
cies.ca)
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Multiliteracies Teaching

• Growing global movement for multiliteracies
  teaching
• Increased need for engagement and competence in
  multimodal designs of meaningprimary schools up
  through universitiesdue to proliferation of the
  new in digital and global communications
• Merging traditional and virtual spaces (e.g.
  hybrid courses)
• Move from knowledge-pouring to knowledge-co-creati
  ng instructors
• Recognition, use and development of
  multiliteracies

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Whats New?

• Traditional
• Centered
• Individual is unit of production, competence and
  intelligence
• Expertise and authority are located in
  individuals and institution
• Space is enclosed and purpose-specific
• Social relations of book space prevail

• New
• De-centered
• Collective is the unit of production, competence
  and intelligence
• Expertise and authority are distributed
  collective of experts
• Space is open and continuous
• Social relations of digital media space engaged

Lankshear Knobel (2006). Chapter 2. New
Literacies Everyday Practices and Classroom
Learning. 2nd edition. Maidenhead New York
Open University Press.
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How do we do whats new?

• Go hybrid!
• Get interactive!
• A blend of traditional and new engages
  multimodality and multiliteracies

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Use a Non-Binary Pedagogy

• guide students into the traditional discursive
  modes of academia and let them write themselves
  within said discourse(s) through todays evolving
  technologies
• link on-campus and on-line teaching and
  learning environments (e.g. hybrid courses) where
  interactions among people and their ideas take
  place through multimodal systems
• Hudson, J. (2006, 4 Dec.). Writing, technology
  and writing technologies Developing multiple
  literacies in first-year college composition
  students. Paper delivered at International
  e-learning Symposium, RMIT University,
  Melbourne, Australia.

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How might we successfully implement a non-binary
pedagogical style?
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Interface established and evolving literacies
with traditional and emerging pedagogies

• invite students into the conversation
• create a network system
• emphasize students are individuals with unique
  and important perspectives to sharenot only
  with instructor or classmates, but also with the
  academic community and community-at-large
• encourage and advocate online programs that
  allow students to connect with global classmates
• Hudson, J. (2006, 4 Dec.). Writing, technology
  and writing technologies Developing multiple
  literacies in first-year college composition
  students. Paper delivered at International
  e-learning Symposium, RMIT University,
  Melbourne, Australia.

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Challenges

• Increased demand for access
• Increased demand for more ongoing and flexible
  delivery
• Transition from traditional delivery to digital
  delivery
• Increased amount of work on the part of the
  instructor in course preparation and facilitation
  (especially if hybrid)
• .

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And yet

• Students can be enriched and empowered through a
  concept and practice of multiliteracies that
  breaks down barriers and fosters interactions,
  networks and interfacings among people and their
  ideasboth locally and globally.
• Once these connections occur, students become
  enfranchised and enriched members of thinking,
  reading, speaking and writing communities who
  find AND create meaning in the new world of
  communication and information systems and
  modalities.
• Hudson, J. (2006, 4 Dec.). Writing, technology
  and writing technologies Developing multiple
  literacies in first-year college composition
  students. Paper delivered at International
  e-learning Symposium, RMIT University,
  Melbourne, Australia.