Multiliteracies : literacy learning and the design of social futures

BOOK COVER......Page 1
HALF TITLE......Page 2
TITLE......Page 5
COPYRIGHT......Page 6
CONTENTS......Page 7
ABOUT THE AUTHORS......Page 9
Part I INTRODUCTION......Page 12
INTRODUCTION......Page 14
1 A PEDAGOGY OF MULTILITERACIES......Page 20
Changing working lives......Page 21
Changing public lives......Page 24
Changing personal lives......Page 26
What schools do and what we can do in schools......Page 28
Designs of meaning......Page 30
Available Designs......Page 31
Designing......Page 32
Dimensions of meaning......Page 34
Linguistic Design......Page 36
Designs for other modes of meaning......Page 39
A theory of pedagogy......Page 41
Situated Practice......Page 43
Overt Instruction......Page 44
Transformed Practice......Page 45
The International Multiliteracies Project......Page 47
Part II CHANGING TIMES......Page 48
INTRODUCTION......Page 50
2 NEW PEOPLE IN NEW WORLDS......Page 52
A new theme: distributed systems......Page 53
Mobots: an example of distributed intelligence......Page 54
The new logic of the new capitalism......Page 55
Thinking, learning, and the new capitalism......Page 56
Classrooms as communities of practice......Page 59
Communities of practice at large......Page 62
Kinds of ‘I’s’......Page 63
Orientations in and to the world......Page 67
People as portfolios......Page 69
Conclusions: language in and out of school......Page 71
Introduction: technological innovation and dissemination......Page 78
Multiliteracies......Page 80
Technologies: histories, definitions, contexts......Page 83
The global village: democratising information?......Page 86
Space-time compression......Page 88
Cyberschool/industrial schooling: the romance of the book......Page 89
The virtual workplace......Page 91
Hybrid textualities......Page 92
Body and identity......Page 94
Pedagogy......Page 96
Multiliteracies......Page 100
Globalisation’s effects......Page 101
What does globalisation replace?......Page 102
The dysfunctional nation-state?......Page 104
The super-state and the micro-nation......Page 105
The Red Book......Page 106
Designing multilingual futures......Page 107
5 HISTORY, CULTURAL DIVERSITY AND ENGLISH LANGUAGE TEACHING......Page 114
Education, inclusion, and equity......Page 128
Education and changing patterns of work......Page 132
Education for civic participation......Page 138
Education for personal life......Page 147
Part III DESIGNS OF MEANING......Page 156
INTRODUCTION......Page 158
New theories of representation......Page 160
Interest and design......Page 163
Synaesthesia......Page 165
From critique to Design: the new curricula of communication......Page 166
8 MULTILITERACIES AND LANGUAGE......Page 170
Marketisation......Page 171
Globalisation......Page 173
‘Orders of discourse’ and ‘intertextuality’......Page 174
Difference and change......Page 182
Conclusion......Page 188
Why? and why now?......Page 190
 The body’s potential for engagement with the world: mode, materiality and medium......Page 192
Some key examples......Page 195
Potentials and limitations of semiotic modes......Page 201
 The semiotics of the visual space......Page 207
The semiotics of states of affairs in the represented world......Page 208
The semiotics of the social relations of viewer and image......Page 209
Design, culture, transformation......Page 212
Designs of meaning......Page 218
Designs for social futures: the case of literacy......Page 221
Designs for social futures: the case of multimedia......Page 232
Literacy education as a design for social futures......Page 242
Part IV PEDAGOGY......Page 244
INTRODUCTION......Page 246
11 A MULTILTERACIES PEDAGOGY......Page 248
Situated Practice......Page 251
Overt Instruction......Page 252
Critical Framing......Page 255
Transformed Practice......Page 256
12 TAKING CULTURAL DIFFERENCES INTO ACCOUNT......Page 258
Individualising instruction......Page 259
Recognising collective identities......Page 262
Inculcating positive intergroup attitudes......Page 267
Issues of pedagogy......Page 269
Situated Practice and Overt Instruction......Page 270
Critical Framing and Transformed Practice......Page 272
Teaching ‘the arts of the contact zone’......Page 273
Introduction......Page 276
Thinking with inscriptions......Page 279
Story 1......Page 282
Story 2......Page 290
Discussion......Page 293
Conclusion......Page 295
Part V MULTILITERACIES IN PRACTICE......Page 298
INTRODUCTION......Page 300
Introduction......Page 302
Analysis of trends: general overview......Page 308
Individual voices: the students respond......Page 311
Conclusion......Page 319
Introduction......Page 320
Access and critical engagement: the negotiation module......Page 323
Conclusion: critical issues......Page 327
16 FOUR INNOVATIVE PROGRAMMES......Page 330
Sharing Time in two US classrooms......Page 331
Puente in California community colleges......Page 336
Tempe Languages High School in Sydney......Page 338
Traeger Park School in Alice Springs......Page 339
Conclusion......Page 340
REFERENCES......Page 342
INDEX......Page 358