The Teachers They Are Becoming

2010 ◽  
Vol 1 (2) ◽  
pp. 38-49 ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes
Keyword(s):  
Language Arts ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Methods Course ◽  
Multiple Literacies ◽  
Personal Experiences ◽  
Language Arts Methods ◽  
Pre Service Teacher ◽  
New London

The authors review all aspects of a Language Arts methods course for pre-service teachers, one which employs a multi-literacies pedagogy (The New London Group, 1996) and is taught at a laptop-based university. The course begins with a deliberate immersion into the complexities of multiple literacies, including digital literacy and critical literacy. The authors outline the course assignments, resources and instructional goals to determine how technology impacts pre-service teacher learning and intended future practice. The qualitative data sources include digital artifacts such as digital literacy stories, book talks that focus on social justice issues, and media literacy lessons. In addition, the researchers draw from cross-program data based on teacher candidate reflections and interviews. The data suggest that both the use of digital technology and a multi-literacies pedagogy can help pre-service teachers reflect on personal experiences to develop literacy teaching and learning practices that have transformative elements.

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Multimodal, Multiliteracies

2010 ◽  
pp. 18-34 ◽  
Author(s):  
Radha Iyer ◽  
Carmen Luke
Keyword(s):  
Teaching And Learning ◽  
Multiple Literacies ◽  
Pedagogical Practice ◽  
Reading And Writing ◽  
Effective Learning ◽  
Text Design ◽  
Knowledge Processes ◽  
Semiotic Systems ◽  
New London ◽  
Forms Of Knowledge

The shift from traditional definitions of literacy focused upon print, primarily reading and writing, to multiple literacies has highlighted the significance of attending to different modes of text design and multiple forms of knowledge processes. Today’s students engage with complex semiotic systems; therefore, while teaching and learning attends principally to print media, multimodality and multiliteracies have become central to effective pedagogical practice. Some teachers have moved away from a singular focus on print texts to incorporating multiple design modes that are linguistic, spatial, visual, gestural and aural – to enable valuable, comprehensive learning for today’s multiliterate, multiskilled students. In this chapter, the authors discuss the Design modes proposed by the New London Group (1996; 2000), and the Learning by Design pedagogy advocated by Kalantzis and Cope (2005) to highlight effective learning based on multimodal, multiliteracies. The chapter provides a vignette of a multimodal activity in a primary class and argues for the extension of such learning through the incorporation of multiliteracies. They conclude the chapter by providing a framework for a possible multiliteracies project incorporating multiliteracies pedagogies and learning from the classroom vignette.

What is EAP? — From Multiple Literacies to a Humanistic Paradigm Shift

2017 ◽  
Vol 7 (7) ◽  
pp. 497 ◽  
Author(s):  
Yulong Li
Keyword(s):  
Critical Literacy ◽  
Digital Literacy ◽  
Paradigm Shift ◽  
Academic Literacy ◽  
Academic Research ◽  
Research Process ◽  
Cultural Literacy ◽  
Multiple Literacies ◽  
Education Society ◽  
History Of

EAP researchers have proffered definitions of EAP; however, some of these are contradictory. Therefore, effectively defining the scope, aims, and pedagogy of EAP can prove problematic. This essay will extract the shared aspects from popular EAP approaches and then place them into the broader context of EAP development, language teaching and literacy history, and the changing history of the educational landscape. This will make it possible to thematise current EAP theories critically, to further defined the nature of EAP as a combination of multiple literacies, including academic literacy, disciplinary cultural literacy, critical literacy, and digital literacy. Without opportunities to experience the research process directly, the multiple literacies of EAP remain in the domain of classroom knowledge, failing to include preparation for the realities students will encounter when doing research. However, if EAP students, future academics, are well equipped with techniques for doing research and writing papers, but perform research to benefit themselves only, who will speak out for the needs of society? Therefore, in a Neo-liberalism influenced higher education society, EAP should not only be viewed as a utility but should stress the humanistic goals of academic research and the moral responsibilities of those who become academics. Current study suggests a theoretical and pedagogical shift bending towards humanistic EAP.

Locating and Loving the Personal

2011 ◽  
pp. 1-15
Author(s):  
Suzanne Knight
Keyword(s):  
Narrative Inquiry ◽  
Language Arts ◽  
English Language ◽  
Personal Narratives ◽  
Methods Course ◽  
Secondary English ◽  
Secondary English Language Arts ◽  
Language Arts Methods ◽  
Connected Knowing ◽  
Discrete Moments

In this chapter the author takes up the use of narrative inquiry within a secondary English language arts methods course. She focuses on two discrete moments that took place during one class session, where she and her students shared and discussed personal narratives. In particular, she explores the pedagogy that might be required to support a group of pre-service teachers’ work to become a connected knowing group, including the disruptive nature of vulnerability and risk taking.

scholarly journals “Thanks for the Assignment!”: Digital Stories as a Form of Reflective Practice

2012 ◽  
Vol 14 (1) ◽  
pp. 78 ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes ◽  
Shirley Smith
Keyword(s):  
Language Arts ◽  
Reflective Practice ◽  
Digital Literacy ◽  
Course Design ◽  
New Literacies ◽  
Transformative Pedagogy ◽  
Classroom Experience ◽  
Digital Stories ◽  
Student Reflections ◽  
New London

In this article we examine pre-service teachers’ digital literacy stories and post-assignment reflections for evidence of transformative pedagogy. The language arts course design employs both a new literacies approach (Lankshear & Knobel, 2006) and a multiliteracies pedagogical framework (New London Group, 1996). These frameworks are also applied to help us examine the pre-service teachers’ digital stories and reflections. The data consist of approximately 150 digital stories and written student reflections collected over three years. We are encouraged by the finding that the multimedia nature of the assignment appears to help pre-service teachers construct new understandings of literacies, particularly when the digital stories are shared as part of the adult classroom experience. We conclude that digital stories hold potential to encourage pre-service teachers to think critically about how they were taught relative to the teachers they wish to become.

Latin American Influences on Multiliteracies

2017 ◽  
Vol 66 (1) ◽  
pp. 373-388 ◽  
Author(s):  
Lina Trigos-Carrillo ◽  
Rebecca Rogers
Keyword(s):  
Latin America ◽  
Literature Review ◽  
Critical Literacy ◽  
Latin American ◽  
Digital Literacy ◽  
Literacy Education ◽  
Research Activity ◽  
The World ◽  
Cognitive Justice ◽  
New London

Twenty years after the New London Group’s publication of A Pedagogy of Multiliteracies, we present an analytical literature review that traces the routes and roots of multiliteracies scholarship in Latin America. We found high research activity in Latin America in the areas of literacy education and critical literacy; indigenous, bilingual, and intercultural education; and technology and digital literacy. We argue that the inclusion of scholarship from the global South is essential to the goal of recognizing epistemological diversity. Further, different theories of knowledge need to coexist to transform diversity into cognitive justice. This article is an intercultural effort to widen the scope of literacy education inquiry in historically marginalized areas of the world.

Visual Literacy and Its Impact on Teaching and Learning

2010 ◽  
pp. 185-200
Author(s):  
Kim H. Song ◽  
Gwendolyn Y. Turner
Keyword(s):  
Pilot Study ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Visual Literacy ◽  
Research Literature ◽  
Visual Images ◽  
Multiple Literacies ◽  
Learning And Teaching ◽  
Teacher Education Candidates

The chapter explores the importance of visual literacy in teaching and learning using multiple literacies as a main framework. Its goals are: (1) to explore visual literacy as a critical literacy in teaching and learning and (2) to share the perceptions of teacher education candidates’ understandings and uses of visual literacy. From the research, nine visual literacy competences were developed and used to analyze these perceptions in a pilot study. Findings indicate that most participants operate in lower levels of the visual literacy competences, e.g., ‘identify, translate, and access’. Most participants realized the significant role of visual images in their own learning and teaching and the need for higher levels of visual competencies. Based upon the findings of the study and review of the research literature, it appears logical that visual literacy should be taught to develop the ability to incorporate, analyze and integrate to enhance verbal literacies.

Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies

2011 ◽  
Vol 31 ◽  
pp. 226-246 ◽  
Author(s):  
Heather Lotherington ◽  
Jennifer Jenson
Keyword(s):  
Language Arts ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Education ◽  
Language And Literacy ◽  
Multimodal Literacies ◽  
Teaching Language ◽  
L2 Learners ◽  
Urban Contexts ◽  
New London

Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.This article has two purposes: The first is to give an overview of the concept of multimodal literacies, which utilize diverse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms (Cope & Kalantzis, 2009a). Since the New London Group's manifesto on multiliteracies in 1996, which merged language and literacy education agendas in L2 teaching, language arts, media literacy, and cultural studies, new basics have developed that apply to all classrooms and all learners. Second, this article reviews and reports on innovative pedagogical approaches to multimodal literacies involving L2 learners. These are grounded theoretically (Cope & Kalantzis, 2009a, 2009b; Kress, 2003, 2010; New London Group, 1996) and epistemologically (de Castell & Jenson, 2003; Gee, 2009, 2010; Kellner, 2004; Lankshear & Knobel, 2003, 2006).

The Power of Digital Literacy to Transform and Shape Teacher Identities

2013 ◽  
pp. 68-87 ◽  
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Identifying The Competencies Possessed By The Engineering College Faculty In India

2019 ◽  
Vol 118 (4) ◽  
pp. 68-71
Author(s):  
Mohanakumari. D ◽  
R. Magesh
Keyword(s):  
Domain Knowledge ◽  
Teaching And Learning ◽  
Vital Role ◽  
Faculty Members ◽  
Approaches To Teaching ◽  
Global Workforce ◽  
Content Domain ◽  
Technology Changes ◽  
Education In India ◽  
Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

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