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last.updated 6.5.08

 

Multiliteracies as Pedagogy

Purpose

We have already discussed the basic tenets of the New London Group's theories of multiliteracies. Now we will examine how these theories get put into practice in specific contexts.

Discussion I - The New London Group

The readings for this week present the pedagogical application of The New London Group's multiliteracies' pedagogy. We will discuss the following:

  • What questions do you have about these articles?
  • What are their respective arguments?
  • What did you find most interesting about these readings?
  • Why do you think governments and schools, especially English Studies have not embraced these theories?
  • Is Michael and Sohmer's chapter more about methodology or pedagogy? What are they saying about the roles of researchers and teachers?

Activity I: Applying Multiliteracies

Imagine yourself at a four-year state school that values both teaching and research. The university President says that the curriculum should be preparing students for the future global economy, and your department chair has interpreted this as an opportunity to apply the New London Group's multiliteracies to the English Studies curriculum.

You will be divided into two groups, each group represents a ad hoc English Department committee that has been charged with the task of revising a course. One is Introduction to Literature and the other is Business Writing. Spend 40 minutes with your committee developing this curriculum and discussing which elements of multiliteracies are usable and which are not. We will then discuss your results as a class.

Activity II: Raising Questions

You will again have time to work on your Pedagogy Project and Rationale. Start by posing some questions that you are currently struggling with; then move into your composing process. You will be given 30 minutes to write. If you choose post your work in the Pedagogy Project thread of Blackboard's Discussion Board.

After thirty minutes, we will focus on discussing your questions as a class.