Teaching and Learning New Literacies

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Teaching and Learning New Literacies

• BEd Language Education
• Year 4
• Faculty of Education, HKU

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Course Aims

• What is literacy?
• What are the principles and practices of New
  Literacies or Multiliteracies?
• What are the implications of New Literacies for
  Hong Kong schools and classrooms?
• What do New Literacies curriculum materials and
  teaching practices look like and how can they be
  implemented in your teaching?

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Exploring Literacy

• DISCUSS
• How would you define literacy?

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Exploring Literacy

• What kinds of literacy activities or literacy
  practices do you engage in?
• For each literacy practice you identify, what is
  the purpose and the context for the practice?
• What tools, medium or technologies do you use?

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Exploring literacy
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Exploring Literacy

• How have your literacy practices changed over the
  past 5-10 years?

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Exploring Literacy

• Social orientations to literacy the New Literacy
  Studies (Gee 1996, Street 1995 and others)
• Literacy is a social practice, not simply a
  technical and neutral skill
• Literacy is embedded in Discourses, ie socially
  recognised ways of using language, thinking and
  acting in the world (Gee,1996)
• Literacy vs Literacies .
• Multiliteracies, New Literacies

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Exploring New Literacies through texts

• Text 1
• Text 2
• Text 3
• http//nohomers.net/showthread.php?t67084
• http//www.sesameworkshop.org/sesamestreet/?scroll
  erIdbert
• http//funkatron.com/bert/bert.htm
• http//news.bbc.co.uk/2/low/south_asia/1594600.stm
  
• http//www.snopes2.com/rumors/bert.htm

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The multi in multiliteracies

• Multiple media
• paper
• electronic
• live

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The multi in multiliteracies

• Multimodality multiple systems of meaning making
  in dynamic interaction with each other
• Linguistic (oral and written language,
  vocabulary, grammar)
• Visual (still and moving images)
• Auditory (music, sound)
• Gestural (facial and body language, movement,
  stillness)
• Spatial (layout and organization of objects and
  space)
• after Anstey and Bull 200625

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The multi in multiliteracies

• Intertextuality
• using aspects of other texts (e.g. format,
  structure, words, music, scenes, Discourses)
• Texts are consciously constructed
• within and across Discourses (Gee,1996)
• for/by particular interpretive communities
  (Wallace, 2003)

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The multi in multiliteracies

• Reading processes
• Nonlinear and interactive paths through texts
• Constant problem solving, reflection and
  comparison, recall, and hypothesizing
• Active construction of meaning by user
• Working with multiple and multilayered meanings
• Contesting, challenging, resisting roles and
  messages in texts

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The multi in multiliteracies

• Writing processes
• Indeed there is no text paradigm. Text types
  are subject to wholesale experimentation,
  hybridization, and rule breaking. Conventional
  social relations associated with roles of
  author/authority and expert have broken down
  radically under the move from publishing to
  participation, from centralized authority to mass
  collaboration, and the like.
• 
  (Lankshear and Knobel 200652)

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The New in New Literaciesafter Lankshear and
Knobel, 200638 and 60
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Being multiliterate in the 21st Century

• A multiliterate person can
• interpret, use, and create texts
• in multimodal representational forms
• for a range of purposes in socially and
  culturally diverse contexts
• in informed and socially responsible ways

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A Pedagogy of Multiliteracies Designing Social
FuturesNew London Group, 2000 Anstey Bull,
2006

• What counts and literacy in the 21st century?
• How should literacy teaching respond to the rapid
  change to our everyday lives as a result of
  globalization, new communications technologies,
  and social diversity?
• How can students actively participate in and
  influence their social futures, ie to be
  designers of their social futures?

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New Literacies and English language education

• Obligation to ESL/EFL learners, for whom
• learning English means access to social and
• cultural capital in a global economy
• to help them become strategic, responsive and
  critical users/producers of texts
• to heighten curricular relevance and nurture
  motivation
• to support the learning of a second language and
  conventional print literacy

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http//newliteracieshongkong.wikispaces.com
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References

• Anstey, M, Bull, G. (2006) Teaching and
  learning multiliteracies Changing times,
  changing literacies. International Reading
  Association and Australian Literacy Educators
  Association.
• Gee, J. P. (1996). Social linguistics and
  literacies ideology in discourses (2nd ed.).
  London Taylor Francis.
• Lankshear, C. Knobel, M. (2006) New literacies
  Everyday practices classroom learning. (2nd
  Ed). NY Open University Press, McGraw-Hill
• Street, B. (1995). Social literacies Critical
  approaches to literacy in development,
  ethnography and education. Harlow Longman.
• The New London Group (2000) A pedagogy of
  multiliteracies designing social futures in B.
  Cope and M. Kalantzis, eds. Multiliteracies
  Literacy learning and the design of social
  futures. London Routledge, pp.9-38
• Wallace, C. (2003) Critical reading in language
  education. Palgrave Macmillan