Revolution Lullabye

March 28, 2009

The New London Group, A Pedagogy of Multiliteracies

The New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” In Multiliteracies. Eds. Cope and Kalantzis. London: Routledge, 2000. 9-37.

This article, published prior to this collection, lays out the New London Group’s fundamental arguments. They see current literacy education as inadequate for preparing students for full participation in their working, community, and personal lives, arguing that because literacies and discourses are central to these “lifeworlds,” and since those literacies aren’t the literacies taught in schools, literacy curriculum needs to change to take into account the multiliteracies inherent in the 21st century communication technology and the multiliteracies of students’ diverse linguistic and cultural backgrounds. They advocate that literacy curriculum be organized around the concept of Design, teaching students the steps of surveying the available designs, going through the design process, and remaking themselves and society through producing the redesigned. In order for literacy curriculum to be changed in this way, educators need a metalanguage to describe the types of meaning and discourse available to design and create with and pedagogical strategies for encouraging their students to expand their literacies (what they deem the “what” and the “how” of a pedagogy of multiliteracies.)

Quotable Quotes

“An authentically democratic new vision of schools must include a vision of meaningful success for all; a vision of success that is not defined exclusively in economic terms and that has embedded within it a critique of hierarchy and economic injustice” (13).

“the proliferation of communications channels and media supports and extends cultural and subcultural diversity” (9).

no “glib and tokenistic pluralism” (19).

“As curriculum is a design for social futures, we need to introduce the notion of pedagogy as Design.” (19).

“Through their co-engagement in Designing, people transform their relations with each other, and so transform themselves” (22).

“All written text is also a process of Visual Design” (29) – important connection with graphic design, Wysocki, George – desktop publishing

“Designing restores human agency and cultural dynamism to the process of meaning-making” (36).

Notable Notes

working lives and connection with fast capitalism/postFordism, importance of collaboration in schools, sense in society that to be successful is to get to the top even though there’s not enough room up there.

taking diversity and multiliteracies on as a resource in pedagogy and community

people have multiple, overlapping identities because they belong to many different communities and use many different discourses

available designs always include the discoures of those designing and include the grammars of all the semiotic systems and orders of discourse

listening and reading are also productive forms of designing because the listeners and readers make meaning by combining what they are taking in with their own experiences

good graphic of the grammars of the types of meaning on page 26

explains in detail the four methods of the pedagogy of multiliteracies

design requires agency and responsibility (36).

design as both a noun and a verb

children’s childhoods are co-opted by mass gloabl media and invasive global texts (16)

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