Revolution Lullabye

March 25, 2009

Cope and Kalantzis, Introduction: Multiliteracies

Cope, Bill and Mary Kalantzis. “Introduction: Multiliteracies: The Beginning of an Idea.” In Multiliteracies: Literacy Learning and the Design of Social Futures. Eds. Cope and Kalantzis. London: Routledge, 2000. 1-8.

In their introduction, Cope and Kalantzis, both founding members of the New London Group, explain how the New London Group began, what the New London Group’s two basic arguments are, and the purposes of the book, an edited collection. The New London Group, a working group of American, Australian, British, and South African scholars interested in literacy, language, and education, first met together in 1994 and began to work on an article (the first chapter of the collection) that articulated their two major claims centered around the concepts of multiliteracies and design. Their first argument is that the rapidly changing communications venues of the 21st century make teaching one literacy (mostly print-based) outdated and irrelevant. Their second argument is that the rapidly globalizing world make teaching one standard English langauge also outdated and irrelevant. They advocate that educators need to teach multimodal composition that ask students how to communicate, design, and act in shifting linguistic and cultural settings. The book lays out some of their theoretical understandings of the effects of social context on literacy pedagogy and explains how they have translated their ideas into classroom curricula.

Quotable Quotes

“We are both inheritors of patterns and conventions of meaning while at the same time active designers of meaning. And, as designers of meaning, we are designers of social futures.” (7).

Want to create “learners and students who can be active designers – makers – of social futures.” (7)

“The focus was on the big picture; the changing world and the new demands being placed upon people as makers of meaning in changing workplaces, as citizens in changing public spaces and in the changing dimensions of our community lives – our lifeworlds” (4).

“New communications media are reshaping the way we use language. When technologies of meaning are changing so rapidly, there cannot be one set of standards or skills that constitutes the ends of literacy learning, however taught.” (6).

“Effective citizenship and productive work now require that we interact effectively using multiple languages, multiple Englishes, and communication patterns that more frequently cross cultural, community, and national boundaries.” (6).

Notable Notes

There is no one stable literacy or language

literacies are always being remade by their users (5)

how would Latour speak to their use of the social? what would Wysocki say about multimodal?

six design elements in the meaning-making process: linguistic, visual, audio, gestural, spatial, multimodal (the connections between the two)

four kinds of practice for these elements: situated practice, overt instruction, critical framing, and transformed practice

Big words – design and multiliteracies

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February 19, 2009

Lu, An Essay on the Work of Composition

Lu, Min-Zhan. “An Essay on the Work of Composition: Composing English agains the Order of Fast Capitalism.” CCC 56:1 (Sept. 2004) 16-50.

Composition scholars and teachers need to think beyond a static, global, monolith and capitalistic English and question how multiple “englishes” are being used by the students in their classroom. The English that we use is not static; rather, it is a dynamic, enlivened language that is constantly being negotiated, composed, and designed by its users. Lu brings in the New London Group concept of design, thinking of composition more broadly as design-oriented, showing how through extended examples (like the “Collecting Money Toilet” sign in China) how we might begin to see the use of alternate englishes not as mistakes, but as specific choices by an individual drawing on their discursive resources (their own language expertise, inheritance, and affiliation and their own vision of themselves and their relation to the community and power.) Lu challenges composition scholars to be responsible global citizens, keeping in mind that they have the unique opportunity to teach almost every member of the university community (required first-year course) and that the research, pedagogy, and methods of American composition are used as the benchmarks for the rest of the English-speaking and English-learning world.

Quotable Quotes

All users of English are “actively structuring the english they are acquiring, its relation to other englishes, and the relations of peoples invested in the competing englishes” (26).

“In every instance of discursive practice, all users of English are working with and on very specific, often complex and sometimes dissonant, discursive resources and for potentially complex and conflicting purposes” (26).

Call for “approaching writing as a matter of designing mediated by individual writers’ actual discursive resources” (36).

“English is best defined as an unstable process kept alive by the intense intra-and international struggle between and across English and diverse languages (peripheralized by the power of English under fast capitalism), and between and across diverse standardized englishes and their Othered, peripheralized englishes (variously labeled Dialectal, Creole, Pidgin, Indigneized, etc.)” (24)

Notable Notes

treat discursive acts as matters of design (26)

pull between assimilation of a language and exclusion

English has material consequences, must stop treating it as a commodity that can be attained, learned, exchanged – it’s dynamic

Chinglish, jiaos

even seemingly homogenous students have different discursive resources and dissonance in those resources

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