Each of the articles share the questions of first, how do we define literacy, and second, how do we go about literacy pedagogy.
Global connection and Cultural diversity are both issues concerning literacy education. I felt that the common goal of all three chapters was to come up with a 'design' that will allow us to prepare students of all ages, cultures, and backgrounds for successful futures in their working, public, and private lives.
The third selection describes multimodal literacy the best in discussing how we must be able to teach and learn about the meaning of meanings, and that meaning making is multimodal. Our senses are always working together to relay messages to our brain, and multimodal literacy works in a similar way.
In Response to Julie's comment:
I honestly don't know if such an idealistic design can be made. I think that the purpose of new literacy studies is to at least try to find a common ground between the past, present, and future of literacy studies and pedagogy. For now, I guess we have to accept the fact that literacy studies must be able to adapt to the constantly changing world.
3 comments:
Do you think that it is possible to come up with a "design" that meets all those criteria? I question how difficult that might be or if it is even possible.
I totally agree with you that literacy studies do have to adapt. Everythings is always changing and the ways our students are learning are also changing. I also agree that we do have to find common ground. I just think that it might be kind of difficult if we are saying that we should adapt to every type of culture. Is there a way of doing that? Are we already doing that? I don't actually teach in the English department, so I ask because from my perspective it seems that it would be difficult.
I totally agree, Robin, that this attempt at a multiliteracy movement is a "best-case-scenario" sort of thing. Raising awareness that things do seem to be changing seems the key. I think so often that the power is just in asking the question. I know when I am working with beginning writers it seems important just to give them the language to name what we are doing in writing, to problematize it. It seems that we are striving for the same sort of thing with multimedia. I doubt there will ever be a complete multimedia, multiliteracies pedagogy, but identifying the need for one seems a good first step.
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