scholarly journals The Effect of Teachers` Language of Possibility on the Nurturing of the Students` Multiple literacies

2019 ◽  
Vol 19 (73) ◽  
pp. 257-299
Author(s):  
tayyebeh tajari ◽  
Alireza Lolayi ◽  
◽  
Keyword(s):  
Multiple Literacies

Of frameworks and the goals of collegiate foreign language education: critical reflections

2012 ◽  
Vol 3 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Heidi Byrnes,
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Education ◽  
The United States ◽  
Learning Goals ◽  
Educational Goals ◽  
Modern Language Association ◽  
Multiple Literacies ◽  
Performance Development ◽  
Viable Approach

AbstractThe paper suggests that among reasons for the difficulties collegiate foreign language (FL) programs in the United States (and most likely elsewhere) encounter in assuring that their students attain the kind of upper-level multiple literacies necessary for engaging in sophisticated work with FL oral and written texts may be the fact that prevailing frameworks for capturing FL performance, development, and assessment are insufficient for envisioning such textually oriented learning goals. The result of this mismatch between dominant frameworks, typically associated with communicative language teaching, and the goals of literary cultural studies programs as humanities programs is that collegiate FL departments and their faculty members face serious obstacles in their efforts to create the kind of coherent, comprehensive, and principled curricula that would be necessary for overcoming what are already extraordinary challenges in an educational environment that provides little support for long-term, sustained efforts at language development toward advanced multiple literacies. The paper traces these links by examining three such frameworks in the United States: the Proficiency framework of the 1980s, based on the ACTFL oral proficiency interview, the Standards framework of the 1990s, part of a more general standards movement in U.S. education, and the most recent document, by the Modern Language Association (MLA), which focuses on the need for new curricular structures in collegiate FL education. Specifically, it provides an overview of the U.S. educational landscape with an eye toward the considerable influence such frameworks can have in the absence of a comprehensive language education policy; lays out key characteristics that would be necessary for a viable approach to collegiate FL education; probes the complex effects the three frameworks have had in collegiate FL programs; and explores how one department sought to counter-act their detrimental influence in order to affirm and realize a humanistically oriented approach to FL education. The paper concludes with overall observations about the increasing power of frameworks to set educational goals and ways to counteract their potentially unwelcome consequences.

Multiple Literacies Theory: A Deleuzian perspective

2012 ◽  
Vol 33 (1) ◽  
pp. 163-166
Author(s):  
Brenna Quigley
Keyword(s):  
Multiple Literacies

scholarly journals Multiple Literacies Theory: how it functions, what it produces

Perspectiva ◽  
2010 ◽  
Vol 28 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Multiple Literacies ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies ◽  
The World ◽  
The Moment

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON; HAMILTON; IVANIČ; 2002; STREET, 2003) and Multiliteracies (COPE; KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

The Interpretation of “Local” Literacy Practices through Ethnography

2021 ◽  
Author(s):  
Kate Pahl ◽  
Zanib Rasool
Keyword(s):  
Literacy Practices ◽  
Power Sharing ◽  
Multiple Literacies ◽  
Community Literacy ◽  
Social Anthropology ◽  
Hearing Voices ◽  
Sensory Ethnography ◽  
Research Questions ◽  
Collaborative Ethnography ◽  
Local Literacies

Ethnography is a practice of inscribing local practice into texts, developed in the context of social anthropology. Local literacy practices often remain hidden, dependent on context and shaped by histories and cultures. Literacy is entwined with how lives are lived. Collaborative ethnography enables an approach that permits researchers to collaboratively develop research questions with participants and, rather than researching on people, researchers work with people as coresearchers. Local literacy practices are situated in homes and communities as well as within everyday contexts such as markets and mosques. Community literacy practices can be collaboratively understood and studied using this approach. Communities experience and practice diverse and multiple literacies, both locally and transnationally, and mapping this diversity is key to an understanding of the fluid and changing nature of literacies. Literacies can be understood as being multilingual, digital, transnational, and multimodal, thus expanding the concept of literacy as lived within communities. Threaded through this analysis is a discussion of power and whose literacy practices are seen as powerful within community contexts. Collaborative ethnography is a powerful methodology to excavate and co-analyze community literacy practices. Other methods that can explore local literacies include visual and sensory ethnography. Power sharing in terms of the design and architecture of the research is important for hearing voices and working equitably. There are many concepts introduced within, including the idea of literacy practices, the link between literacy and identity, the importance of an understanding of multilingualism, and the importance of situating literacy in communities.

Recognizing and Valuing Multiple Literacies

2020 ◽  
pp. 159-171
Author(s):  
Dorothy ◽  
Holiday ◽  
Janet
Keyword(s):  
Multiple Literacies

Teaching Multiple Literacies through Collaboration

2013 ◽  
pp. 40-43
Author(s):  
Judith C. Stanton
Keyword(s):  
Student Achievement ◽  
Media Literacy ◽  
21St Century ◽  
21St Century Skills ◽  
School Leaders ◽  
Social Constructivist ◽  
Multiple Literacies ◽  
Digital Information ◽  
Teacher Librarians

Through collaboration, teacher librarians aid teachers in embedding multiple literacies skills across the curriculum. As school leaders and technological resources, teacher librarians have the necessary skills to teach digital, information, and media literacy to students. Collaboration enhances student achievement. Through a social constructivist platform, teachers and teacher librarians can teach the 21st century skills needed to prepare students for future employment.

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