A Pedagogy of Multiliteracies: Designing Social Futures

@article{citeulike:1146591, author = {The}, citeulike-article-id = {1146591}, comment = {Abstract In this article, the New London Group presents a theoretical overview of the connections 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 linguistic 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 negotiating 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. (pp. 60-92) }, journal = {Harvard Educational Review}, number = {Number 1}, posted-at = {2007-03-08 06:26:16}, priority = {2}, title = {A Pedagogy of Multiliteracies: Designing Social Futures}, url = {http://wwwstatic.kern.org/filer/blogWrite44ManilaWebsite/paul/articles/A\_Pedagogy\_of\_Multiliteracies\_Designing\_Social\_Futures.htm}, volume = {66}, year = {1996} }

TY - JOUR ID - citeulike:1146591 L3 - citeulike-article-id:1146591 TI - A Pedagogy of Multiliteracies: Designing Social Futures JF - Harvard Educational Review VL - 66 IS - Number 1 N1 - Abstract In this article, the New London Group presents a theoretical overview of the connections 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 linguistic 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 negotiating 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. (pp. 60-92) AU - The PY - 1996/// UR - http://wwwstatic.kern.org/filer/blogWrite44ManilaWebsite/paul/articles/A_Pedagogy_of_Multiliteracies_Designing_Social_Futures.htm ER -