The term 'Multiliteracies' was coined in 1994 by the New London Group, a group of scholars who came together to consider the current state and possible future of literacy pedagogy. In the subsequent years, the influence of the idea has been greater than the members of the group could ever have imagined. In this collection, two of the original members of the group, Bill Cope and Mary Kalantzis, have brought together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies, in settings as broadly dispersed as Australia, Canada, Greece, Malaysia, Italy, Japan, South Africa and the United States. The chapters capture vivid narratives of school experiences and offer insights into the role of the new, digital media platforms such as online lesson planning, resource development, and classroom delivery, making this book an invaluable resource for Multiliteracies practitioners and researchers alike.
|
List of Figures and Tables |
|
|
vii | |
| Notes on Contributors |
|
xi | |
|
1 The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies |
|
|
1 | (36) |
|
|
|
|
|
2 Digital Resources, Reflexive Pedagogy, and Empowered Learning |
|
|
37 | (12) |
|
|
|
3 Collaborative Professional Learning and Differentiated Teacher Practice: Learning by Design in Greece |
|
|
49 | (21) |
|
|
|
|
|
4 A Learning by Design Journey |
|
|
70 | (27) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
5 Integrating by Design: Multimodality, 21st Century Skills and Subject Area Knowledge |
|
|
97 | (18) |
|
|
|
6 Designing Think Trails: Using the Multiliteracies Pedagogy to Reshape Academic Knowledge into Clinical Competence |
|
|
115 | (12) |
|
|
|
|
|
7 Co-Constructed by Design: Knowledge Processes in a Fluid "Cloud Curriculum" |
|
|
127 | (15) |
|
|
|
|
|
|
|
8 Implementing Learning by Design: Teachers' Reflections |
|
|
142 | (15) |
|
|
|
9 The Learning by Design Framework in School and Out-of-School Contexts: Research Experiences and Perspectives |
|
|
157 | (15) |
|
|
|
|
|
10 Doing Digital Composition on the Social Web: Knowledge Processes in Literacy Learning |
|
|
172 | (14) |
|
|
|
11 Learning by Design: Reconstructing Knowledge Processes in Teaching and Learning Practices |
|
|
186 | (24) |
|
|
|
12 Improving Multimodal Literacy through Learning by Design |
|
|
210 | (21) |
|
|
|
13 Digital Lifeworlds and Designers of Literacy Practices in Malaysian Schools |
|
|
231 | (25) |
|
|
|
|
|
14 Examining the "Tools of the Trade": A Knowledge Process Approach to Materials Analysis and Materials Evaluation |
|
|
256 | (14) |
|
|
|
15 Engaging Learner Diversity through Learning by Design |
|
|
270 | (18) |
|
|
|
16 Pedagogical Prompts: Designing Experiences to Promote Deep Learning |
|
|
288 | (17) |
|
|
| Index |
|
305 | |
Sandra Schamroth Abrams, St. John's University in New York, USA Eugenia Arvanitis, University of Patras, Greece Shanthi Balraj Baboo, Universiti Sains Malaysia, Penang, Malaysia Murray Bruce, Independent Scholar Anne Cloonan, Deakin University, Australia Bill Cope, University of Illinois, USA Marion Drew, University of the Witwatersrand, Johannesburg, South Africa Prue Gill, Lanyon High School, Canberra, Australia Shane Gorman, Bonython Primary School, Canberra, Australia Sue Gorman, Gordon Primary School, Canberra, Australia Peter Henry, Independent Scholar Kathryn Hibbert, Western University, London, Canada Robyn Kiddy, Bonython Primary School, Canberra, Australia Denice Ward Hood, University of Illinois, USA Luigi Iannacci, Trent University, Canada Mary Kalantzis, University of Illinois, USA Pierpaolo Limone, University of Foggia, Italy Kathy A. Mills, Queensland University of Technology, Australia Walkyria Monte Mor, University of Sao Paulo, Brazil Mary Neville, Independent Scholar Mary Ott, Thames Valley District School Board, London, Canada Rosaria Pace, University of Foggia, Italy Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia Luke Rowland, Doshisha University, Kyoto, Japan Kathleen Stoop, Independent Scholar Rita van Haren, Common Ground Publishing, USA Chryssi Vitsilaki, University of the Aegean, Rhodes, Greece Nicola Yelland, Victoria University, Melbourne Australia
