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Defining Multiliteracies
or
Literacy 3.0
EDTC 5631 Literacies and Technology
Dr. Basiyr D. Rodney
Associate Professor
Educational Technology
Webster University
Saint Louis, MO
August 25, 2013
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Overview
At the end of this presentation, you should be
able to:
1. Define Multiliteracies
2. Define Literacy 3.0
3. Explain how multiliteracies came about
4. Describe the what of multiliteracies
5. Describe the why of multiliteracies
6. Describe the NLG model of multiliteracies
7. Provide an example of how multiliteracies
link to a digital age device
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Literacy Evolution
Dominant Language
Reading
WritingBasic Numeracy
TEXT/PRINT BASED
Subject Matter & Culture
Science
Mathematics
CitizenshipOther native languages
TEXT/PRINT BASED
Literacy 1.0 Literacy 2.0
Literacy 3.0Meaning Making
Multimodal
Dominant & Other
LanguagesMULTIMEDIA
All literacies value
Decoding text (reading)
Subject Knowledge
Language Proficiency
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Literacy 3.0: Beyond Reading
Multiliteracies is concerned with:
1. Decoding text in dominant as well as other
languages
2. Making meaning by interpreting messages
from different forms of media (Multimedia)a. Text, Audio, Video, Visuals, Manipulatives and
People are all forms of media3. Understanding process skills and
competencies for a digital-age economy
4. Understanding varied forms of literacy thatem ower an individual for learnin and work
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The What of Multiliteracies
More than text, reading and language
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Understanding Multimedia Texts
Multimedia
Elements of
Meaning
Multimodal
Elements of
Design
Image from A Pedagogy of Multiliteracies: Designing Social Futures.Harvard Educational Review, New London Group, 1996.
http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=1http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=1http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=1http://proquest.umi.com.ezproxy2.lib.depaul.edu/pqdweb?index=3&did=9325645&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1308864108&clientId=31663&aid=17/30/2019 EDTC 5631 Wk1 Multiliteracies
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Multimedia TextsModern Devices embody
the New London
Group Frame of
Multiliteracies
Multiple Modes of
Meaning Making
A Smartphone for
example facilitatesmultimedia
messages as well as
multimodal design.
Spatial
VisualAudio
Gestural
Linguistic
Touch Screen
Hand movements
Talk
Music
Record
GPS
Compass
Multi-lingual
Keyboard
Text Messaging
Graphics
Video
Camera
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Todays Texts
Todays texts often serve to present the author
to the digital world and may be collaboratively
composed and edited; they are frequently
multimodal, integrating words, graphics,
sound, and video (Mabrito & Medley, 2008).
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In a multiliteracies world...
Written meanings are closely connected with visual,spatial, tactile, gestural, audio and oral modes ofmeaning.
Navigating contemporary social spaces requires theapplication of not just one set of rules formeaning-making (literacy in the singular), butthe negotiation of different literacies dependingon the people and contexts you encounter. There
are, in other words, many literacies and thesevary according to cultural context, social purpose,life experience, personal interest, knowledgebase and so on. (Kalantzis and Cope, 2012,
Online)
http://newlearningonline.com/literacies/http://newlearningonline.com/literacies/7/30/2019 EDTC 5631 Wk1 Multiliteracies
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Literacy 3.0: Beyond Reading
The New London Group (New London Connecticut) Met in
1996. Many experts on reading, literacy, digital society.
English was becoming a world language, it was alsodiverging into multiple Englishes. Whereas traditional
literacy curriculum taught to a singular standard
(grammar, the literary canon, standard national forms of
the language), the everyday experience of meaning
making was increasingly one of negotiating discourse
differences (Cope & Kalantzis, 2009, pp.2-3).
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The Why of Multiliteracies
Era 1 (Literacy 1.0) Era 2 (Literacy 2.0) Era 3 (Literacy 3.0)
Economy Pre-Industrial
Rigid Hierarchical
Industrial
Rigid Hierarchical
Knowledge based
Horizontal Layers and
Teams
Work Top Down
Deskilled
Division of Labor
Top Down
Deskilled
Division of Labor
Horizontal
Multi-skilled flexible
Knowledge Focus
Learning Reading, Writing
Arithmetic
Designed for
Compliance
Maintained the
prevailing order
Reading, Writing
Arithmetic
Some deference for
multilingualism
Self-directed learning
The knowledge
worker or learning
organization
Accumulation of
intellectual capital
Change towards new
profit making
structures
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End
Review this slideshow as often as you wish.
You should now be able to:
1. Define Multiliteracies
2. Define Literacy 3.0
3. Explain how multiliteracies came about
4. Describe the what of multiliteracies
5. Describe the why of multiliteracies6. Describe the NLG model of multiliteracies
7. Provide an example of how multiliteracies link to a
digital age device