- Dec 2016
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literacy pedagogy
.My assumption the definition of this term would be the methods of teaching how to write.
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We decided
This is where the main point of the article starts
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epistemology
the theory of knowledge, especially with regard to its methods, validity, and scope. Epistemology is the investigation of what distinguishes justified belief from opinion. -google
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As lifeworlds become more divergent and their boundaries more blurred, the central fact of language becomes the multiplicity of meanings and their continual intersection
Even through language, some dialects and pronunciations come from the fact that we mix cultures together (i.e. the English language having influences from languages like French overtime). The more we mix our cultures and communities, the more blurry our original communities become.
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When learners juxtapose different languages, discourses, styles, and approaches, they gain substantively in meta-cognitive and meta-linguistic abilities and in their ability to reflect critically on complex systems and their interactions.
In a way, its like trying to be bilingual. Regardless of the person's native language and dialect, because these students are force to learn in an environment that does not push a "mainstream" agenda, they learn to learn like their fellow classmates without the standard educational background as their instructor. They all learn to think critically like their teacher, so going into the workforce, these students would already have the exposure of explaining something in multiple ways for anyone to understand.
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such as electronic mail (Sproull & Kiesler, 1991). These examples of revolutionary changes in technology and the nature of organizations have produced a new language of work.
As this article was written in the mid-90s, the so called "revolutionary" form of communication to employees, email, is such common practice in the 21st century that it has become the expected form of communication. Of a more recent addition of communication, social media today has a more revolutionary appeal to it in which our working lives, public lives, and private lives all start to fade into one.
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- Sep 2016
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multiliteracies
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the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity
multiteracies
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Being ten distinctly different people, we brought to this discussion a great variety of national, life, and professional experiences.
From analyzing the ten people's backgrounds, they are all from English speaking, first-world countries. Although they can communicate and share ideas in a less constrained way with each other, they purpose of expanding literary pedagogy would be troublesome if they wished help people from non-English speaking backgrounds as well as people from developing countries.
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pedagogy
(https://www.vocabulary.com/dictionary/pedagogy)
the principles and methods of instruction
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Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation.
This is an important key concept as it expresses a pedagogy as a learning mechanism. Technical communicators help the advancing of learning, and research for the new age. Through technical communicating as we are learning in our class individuals raise question, take note, and bring further comprehension, and collaboration with endless engagement, and constant adaptation of learning.
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As soon as our sights are set on the objective of creating the learning conditions for full social participation, the issue of differences becomes critically important. How do we ensure that differences of culture, language, and gender are not barriers to educational success? And what are the implications of these differences for literacy pedagogy?
This is a great idea to raise as we learn in class and through engagement that the audience is key. Although as experts feel they have best answers they know that there are other answers that maybe even better, and they must advance avenues of communication to further reach different audiences. This is a common concern that is a leading and endless conversation for technical communicators, that we must too in class assess this problem.
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The changing technological and organizational shape of working life provides some with access to lifestyles of unprecedented affluence, while excluding others in ways that are increasingly related to the outcomes of education and training. It may well be that we have to rethink what we are teaching, and, in particular, what new learning needs literacy pedagogy might now address.
Through certain advancements of technology some people are fortunate enough to learn and have accessibility, however for those who do not it creates a definite inequality. In the future technical communicators must ensure however that learning needs are met ultimately for the betterment of the whole. Relating this to a more utilitarian view, it would be best for the majority although it may be a sacrifice to another. Although, this inequality will always exist, through "interconnectedness" writers and researchers in the technical communication field will continue to tie up loose ends and address problems using their best skills, and seek solutions for equal access in learning.
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The article is a theoretical overview of the current social context of learning and the consequences of social changes for the content (the "what") and the form (the "how") of literacy pedagogy. We hope that this article might form the basis for open-ended dialogue with fellow educators around the world; that it might spark ideas for possible new research areas; and that it might help frame curriculum experimentation that attempts to come to grips with our changing educational environment.
This is another idea Pullman and Gu, in "Guest Editors’ Introduction: Rationalizing and Rhetoricizing Content Management.” .They both raise note to the questioning process in literacy rhetoric . They asses what works, improvements needed, failures and why. This not only helps students but overall audience, including teachers, users of intended, developers, researchers and more.
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The first relates to the increasing multiplicity and integration of significant modes of meaning-making, where the textual is also related to the visual, the audio, the spatial, the behavioral, and so on.
There are different modes of communication. Through advances we have learned to emerge modes of literacy. Some modes include Linguistic literacy :writing, speech; Gestural literacy: sign language, and behavior and Visual literacy: Video and virtual, and images.
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Second, we decided to use the term "multiliteracies" as a way to focus on the realities of increasing local diversity and global connectedness. Dealing with linguistic differences and cultural differences has now become central to the pragmatics of our working, civic, and private lives. Effective citizenship and productive work now require that we interact effectively using multiple languages, multiple Englishes, and communication patterns that more frequently cross cultural, community, and national boundaries.
We use technical communication to speak to different audiences, and have effective cross cultural communication. The truth is that we do live in a very diverse society, and even though we are all different and from different places, we can still learn homogeneously through collaboration . As society is changing in social, business, and even family networks the practice of "multiliteracies" are improving and has purpose for global interconnections.
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The new fast capitalist literature stresses adaptation to constant change through thinking and speaking for oneself, critique and empowerment, innovation and creativity, technical and systems thinking, and learning how to learn. All of these ways of thinking and acting are carried by new and emerging discourses. These new workplace discourses can be taken in two very different ways - as opening new educational and social possibilities, or as new systems of mind control or exploitation.
I really enjoy this piece, as it looks at literature in a political view. The new literature capitalist must be one for constant change, and continuing education. This attribute is necessary for corporate culture as mandates and communication are on a change constant and one must be knowledgeable.One must, learn to think and act not only in different ways or outlooks, but outside the box, inside the box, analyze, question, and becoming evolving engagers.
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To achieve this, we need to engage in a critical dialogue with the core concepts of fast capitalism, of emerging pluralistic forms of citizenship, and of different lifeworlds. This is the basis for a new social contract, a new commonwealth.
Within the text they intend forms of technical communication should be a public use at schools to all kids of all "lifeworlds". Inequalities are something to be addressed with advancements in communication, and it is not fair nor ethical to leave others in lieu because of common differences. Resources should be equal to ensure childrens' educational competitiveness abilities and skill , and with technical communication there is a broader scope of togetherness that must be reached. However one might question whether there are some good in these inequalities as one persons strength is another needed improvements . In another sense, how can we merge these inequalities, and if not is there another solution.
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Let us tie the "what" and the "how" of literacy pedagogy back to the large agenda with which we began this article: focusing on Situated Practices in the learning process involves the recognition that differences are critical in workplaces, civic spaces, and multilayered lifeworlds. Classroom teaching and curriculum have to engage with students' own experiences and discourses, which are increasingly defined by cultural and subcultural diversity and the different language backgrounds and practices that come with this diversity. Overt Instruction is not intended to tell - to empower students in relation to the "grammar" of one proper, standard, or powerful language form. It is meant to help students develop a metalanguage that accounts for Design differences. Critical Framing involves linking these Design differences to different cultural purposes. Transformed Practice involves moving from one cultural context to another; for example, redesigning meaning strategies so they can be transferred from one cultural situation to another.
Literacy has the ability to take on many different forms depending on where you are and what you are doing. So often times, it can't always be tied back to school learning, so that is why the idea and ability to shift from situated practice to transformed practice is helpful in understanding literacy in a broader sense.
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It is not enough to be able to articulate one's understanding of intra-systematic relations or to critique extra-systematic relations. We need always to return to where we began, to Situated Practice, but now a re-practice, where theory becomes reflective practice.
This is really important to note using rhetoric, learning of Socrates and his students it was always best to analyze from the beginning, and begin assessing there. Not only is there practice but there is reflection on practice that is effective, and makes things more memorable. Memory has been a key objective and key tool in learning since the beginning of literary rhetoric.
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PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the development of postFordism or fast capitalism, more and more workplaces are opting for a flattened hierarchy. Commitment, responsibility, and motivation are won by developing a workplace culture in which the members of an organization identify with its vision, mission, and corporate values. The old vertical chains of command are replaced by the horizontal relationships of teamwork. A division of labor into its minute, deskilled components is replaced by "multiskilled," well-rounded workers who are flexible enough to be able to do complex and integrated work (Cope & Kalantzis, 1995). Indeed, in the most advanced of postFordist, fast capitalist workplaces, traditional structures of command and control are being replaced by relationships of pedagogy: mentoring, training, and the learning organization
This was a reply to demah007 as she said.... "The section of the article talks about the changing dynamics of the of the capitalistic world and how it is starting to incorporate more work input and values, and moving toward multiskilled workers. I believe this holds very true today because of how the corporate world is changing and how much more flexible workers have to be."
My reply was..."I too agree with this as she suggests in todays society people are more prone to a division of labour, and employers are fitting people to their level of dexterity. The unskilled labor is old with advancements in technology, and multi skills and educational facts make a difference."
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We live in an environment where subcultural differences - differences of identity and affiliation - are becoming more and more significant. Gender, ethnicity, generation, and sexual orientation are just a few of the markers of these differences.
Change is good and it's great that there are different cultures mixing. We, as a society should be able to accept cultures and customs that are different and not think of them as evil or try to be negative about them.
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how might we depart from the latest views and analyses of high-tech, globalized, and culturally diverse workplaces and relate these to educational programs that are based on a broad vision of the good life and an equitable society?
Good question for us "millennials" or "future thinkers" to ponder which states that we should figure a way to stop using the old ways and continue to think of new ways to use media and education so that the newer generation is able to adapt.
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mass media, multimedia, and in an electronic hypermedia.
Three underrated forms of communication. Mass media can be anything internet related which to media or internet. Multimedia is using several sources of media and hypermedia is adding sound and music to your media, as Google dictionary defines it.
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visual, the audio, the spatial, the behavioral, and so on
The modes of meaning-making which correlates to the different ways we view our products.
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Two main arguments
Two main arguments are: The first relates to the increasing multiplicity and integration of significant modes of meaning-making, where the textual is also related to the visual, the audio, the spatial, the behavioral, and so on"
The second argument: "We decided to use term 'multiliteracies' as a way to focus on the realities of increasing local diversity and global connectedness."
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ten distinctly different people
Having several perspectives should give us more than one viewpoint about life and experiences.
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What is appropriate education for women, for indigenous peoples, for immigrants who do not speak the national language, for speakers of non-standard dialects?
We as Americans, have to accept the fact that there are different cultures and that education should go to whomever wants it. It should not be a privileged thing.
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This question of differences has become a main one that we must now address as educators. And although numerous theories and practices have been developed as possible responses, at the moment there seems to be particular anxiety about how to proceed.
This questioning process is important as Pullman and Gu discuss in "Guest Editors’ Introduction: Rationalizing and Rhetoricizing Content Management.” .
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Situated Practice: Immersion in experience and the utilization of available discourses, including those from the students' lifeworlds and simulations of the relationships to be found in workplaces and public spaces. Overt Instruction: Systematic, analytic, and conscious understanding. In the case of multiliteracies, this requires the introduction of explicit metalanguages, which describe and interpret the Design elements of different modes of meaning. Critical Framing: Interpreting the social and cultural context of particular Designs of meaning. This involves the students' standing back from what they are studying and viewing it critically in relation to its context. Transformed Practice: Transfer in meaning-making practice, which puts the transformed meaning to work in other contexts or cultural sites.
The four major types of answering the "how" of the pedagogy of multiliteracies. After determining what we have to learn and what resources we have available, we can use that as well as the situation and environment to pick any of these forms to apply to the actual teaching process, or the transmission of the information from the teacher to the student(s).
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Available Designs Available Designs - the resources for Design - include the "grammars" of various semiotic systems: the grammars of languages, and the grammars of other semiotic systems such as film, photography, or gesture. Available Designs also include "orders of discourse" (Fairclough, 1995). An order of discourse is the structured set of conventions associated with semiotic activity (including use of language) in a given social space - a particular society, or a particular institution such as a school or a workplace, or more loosely structured spaces of ordinary life encapsulated in the notion of different lifeworlds. An order of discourse is a socially produced array of discourses, intermeshing and dynamically interacting. It is a particular configuration of Design elements. An order of discourse can be seen as a particular configuration of such elements. It may include a mixture of different semiotic systems - visual and aural semiotic systems in combination with language constitute the order of discourse of TV, for instance. It may involve the grammars of several languages - the orders of discourse of many schools, for example.
The Available Designs in a particular setting is arguably the most vital portion of the process. It is worthy to be talked about, because in order to begin designing or come up with a finished product, one must first realize what is available. It could consist of grammars as well as a series of other aspects. In order to come to the conclusion of what is available, society, institution or workplace have to bet taken into effect. This likely varied in the diverse group that were in attendance to this group study.
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Designs of Meaning Available Designs: Resources for meaning; Available Designs of meaning Designing: The work performed on/with Available Designs in the semiotic process The Redesigned: The resources that are reproduced and transformed Dimensions of Meaning
"Design", which is used to describe the "what" of pedagogy of multiliteracies, basically is the processes and environments for learning and applying these multiliteracies. Instead of seeing the teachers as all knowing and simply telling the student what to do, by thinking of it as a design helps to involve the student and allows them to actually gain knowledge from there learning. In order to efficiently study design (the "what"), one must first determine the Available Designs which are the resources, the process of actually Designing or putting the information into a way that can be learned, and finally we come across the Redesigned which is the final product or revised product. This product is what is being learned, this is why Design is important.
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Although this article was very detailed and served its purposes in answering the questions it posed at the beginning, it is crucial to acknowledge that this is only the start of an intense and in-depth research topic.. Because literacy can cross into various areas of study, this topic could never be condensed to just one article and the pedagogy of multiliteracies is an open-ended study.
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In relation to the new environment of literacy pedagogy, we need to reopen two fundamental questions: the "what" of literacy pedagogy, or what it is that students need to learn; and the "how" of literacy pedagogy, or the range of appropriate learning relationships.
This is an important sentence of the overall article. Here, we shift from simply discussing multiliteracies to tackling the real subject at end: the pedagogy of literacies/mulitliteracies. Schools and education seem to be at the forefront of the conversation of what is happening to literacy. The first thing that must be determined is what questions to ask to when discussing this. "What" we are being taught and "How" we are being taught are particularly important to figure the whole thing out. I would even expand the argument as to ask "why" these things are being taught just as justification or reasoning.
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In responding to the radical changes in working life that are currently underway, we need to tread a careful path that provides students the opportunity to develop skills for access to new forms of work through learning the new language of work. But at the same time, as teachers, our role is not simply to be technocrats. Our job is not to produce docile, compliant workers. Students need to develop the capacity to speak up, to negotiate, and to be able to engage critically with the conditions of their working lives.
Engagement with the literacies is just as important as the way we get them across. It is not enough to be a technical writer and use writing tools and techniques properly and efficiently if you lack the knowledge of the actual topic or are unable to produce the information without aid. It is important not to get lost in technology and also be able to preserve your actual memory of subjects.
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Second, we decided to use the term "multiliteracies" as a way to focus on the realities of increasing local diversity and global connectedness. Dealing with linguistic differences and cultural differences has now become central to the pragmatics of our working, civic, and private lives. Effective citizenship and productive work now require that we interact effectively using multiple languages, multiple Englishes, and communication patterns that more frequently cross cultural, community, and national boundaries.
With the world we live in today, especially without pouring use of fast media, such as social networks, it is important for us to understand "multiliteracies" as well as make them applicable in everyday situations. And this may not even pertain to different countries or different languages but could change from different work forces, like in the way we get our thoughts across using general English, but a law firm may use Legal English (Legalese) in their exchange.
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The first relates to the increasing multiplicity and integration of significant modes of meaning-making, where the textual is also related to the visual, the audio, the spatial, the behavioral, and so on.
To have these several modes of rhetoric to portray information is key because their usefulness depends on the situation. Whereas some situations may cause for one type, other circumstances may need a different or a combination of two or more. Having these different ways to express literacy are essential for it to be used in society.
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Being ten distinctly different people, we brought to this discussion a great variety of national, life, and professional experiences. Courtney Cazden from the United States has spent a long and highly influential career working on classroom discourse, on language learning in multilingual contexts, and, most recently, on literacy pedagogy. Bill Cope, from Australia, has written curricula addressing cultural diversity in schools, and has researched literacy pedagogy and the changing cultures and discourses of workplaces. From Great Britain, Norman Fairclough is a theorist of language and social meaning, and is particularly interested in linguistic and discursive change as part of social and cultural change. James Gee, from the United States, is a leading researcher and theorist on language and mind, and on the language and learning demands of the latest "fast capitalist" workplaces. Mary Kalantzis, an Australian, has been involved in experimental social education and literacy curriculum projects, and is particularly interested in citizenship education. Gunther Kress, from Great Britain, is best known for his work on language and learning, semiotics, visual literacy, and the multimodal literacies that are increasingly important to all communication, particularly the mass media. Allan Luke, from Australia, is a researcher and theorist of critical literacy who has brought sociological analysis to bear on the teaching of reading and writing. Carmen Luke, also from Australia, has written extensively on feminist pedagogy. Sarah Michaels, from the United States, has had extensive experience in developing and researching programs of classroom learning in urban settings. Martin Nakata, an Australian, has researched and written on the issue of literacy in indigenous communities.
This was an important and diverse quality to have. These different groups of people had the ability to share their various experiences with literacy based on there demographic location as well as their particular field of study. Because multiplicity was a key discussion in this article, it is important to realize that literacy is defined, learned, and practiced differently in different cultures, as well as different parts of the world. It is also taken on in a different perspective in this article by not only being discussed in an academic or essay-writing realm, but also a social aspect, too.
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many of the different types of communication overlap between modes
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n a profound sense, all meaning-making is multimoda
there seems to be a lot of overlap
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newly prominent modes and technolog
modes vs. mediums. Difference is important to note
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Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation
technical communication is NOT about you. always the audience
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students and teachers and a new approach to literacy pedagogy that they call "multiliteracies."
what our class is about
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Literacy pedagogy, in other words, has been a carefully restricted project - restricted to formalized, monolingual, monocultural, and rule-governed forms of language.
the scope of language is much more broad than this, especially in the 21st century
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such as visual images and their relationship to the written word
This reminds me of the visual rhetoric class I am taking with Dr. Holmes.
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Cultural differences and rapidly shifting communications media meant that the very nature of the subject - literacy pedagogy - was changing radically. This article is a summary of our discussions.
MAIN IDEA
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First, we want to extend the idea and scope of literacy pedagogy to account for the context of our culturally and linguistically diverse and increasingly globalized societies, for the multifarious cultures that interrelate and the plurality of texts that circulate
social media must play a big part in this.
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visual design in desktop publishing or the interface of visual and linguistic meaning in multimedia
This reminds me of the digital writing class I am taking with Dr. Pullman.
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newly prominent modes and technologies of communication; and changing text usage in restructured workplaces
this is probably due to the increasing use of the internet in the 1990's
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yet it is by no means a finished piece
Because literacy pedagogy is always rapidly changing, I wonder if this article can ever TRUELY be finished.
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multiliteracies - a word we chose to describe two important arguments we might have with the emerging cultural, institutional, and global order: the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity
main point
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Second, we decided to use the term "multiliteracies" as a way to focus on the realities of increasing local diversity and global connectedness
multiple societies and peoples create multiple ways of communicating and learning.
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The article goes on to discuss six design elements in the meaning-making process: those of Linguistic Meaning, Visual Meaning, Audio Meaning, Gestural Meaning, Spatial Meaning, and the Multimodal patterns of meaning that relate the first five modes of meaning to each other.
main modes
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Situated Practice, which draws on the experience of meaning-making in lifeworlds, the public realm, and workplaces; Overt Instruction, through which students develop an explicit metalanguage of Design; Critical Framing, which interprets the social context and purpose of Designs of meaning; and Transformed Practice, in which students, as meaning-makers, become Designers of social futures
Does every individual go through this process of learning? Is this the natural progression of language communication or is it specific to the westernized world?
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These examples of revolutionary changes in technology and the nature of organizations have produced a new language of work. They are all reasons why literacy pedagogy has to change if it is to be relevant to the new demands of working life, if it is to provide all students with access to fulfilling employment.
VERY IMPORTANT. As college students, our goal is to obtain employment after graduation. In order to accomplish this, we need to be fully prepared for what we might encounter in the "real world".
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market logic
I am not completely sure what "market logic" is... is it referring to a market/economic based society? if so, how does this apply to schools?
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teachers find their cultural and linguistic messages losing power and relevance as they compete with these global narratives.
I never thought of popular culture as "competing" for a childs attention. However, this does make sense as one would rather watch TV than study for a test...
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not much space is offered in the marketplace of childhood that reflects genuine diversity among children and adolescents.
This is why I believe academics are so important. It allow the individual to take it upon themselves to find their OWN interests, rather than go along with what their peers enjoy. Individuality is key to diversity; however, this is a difficult task to accomplish in the 21st century.
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are now made unashamedly public
this is due to the use of widespread media.
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As these three major realms of social activity have shifted, so the roles and responsibilities of schools must shift
I also believe they must shift with the changing "norm" of the home environment.
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The danger of glib and tokenistic pluralism is that it sees differences to be immutable and leaves them fragmentary
i wish they would expand on this as I am not 100% sure what they are stating.
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To achieve this, we need to engage in a critical dialogue with the core concepts of fast capitalism, of emerging pluralistic forms of citizenship, and of different lifeworlds. This is the basis for a new social contract, a new commonwealth.
I especially agree with the "different lifeworlds" part of this statement. As someone who is heavily interested in the education system, I feel as if this applies to low income areas with shotty school systems, where the kids do not have the same opportunity as their better-off peers
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An order of discourse is the structured set of conventions associated with semiotic activity (including use of language) in a given social space
Does this simply refer to the natural order of things? Relationships between two groups or subjects? I gathered this from the example of the relationship between African American gangs in L.A. and the discourse of the L.A.P.D.
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isual Meanings (images, page layouts, screen formats); Audio Meanings (music, sound effects); Gestural Meanings (body language, sensuality); Spatial Meanings (the meanings of environmental spaces, architectural spaces); and Multimodal Meanings
5 main types of modes
why so many? makes it easier to understand & communicate full opinion
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identify and explain differences between texts, and relate these to the contexts of culture and situation in which they seem to work
Purpose of Metalanguage
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How do we supplement what schools already do
How do we teach schools what they need without wasting too many resources?
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Los Angeles, Sarajevo, Kabul, Belfast, Beirut
Good examples of this subject.
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stc.org stc.org
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They make information more useable and accessible to those who need that information, and in doing so, they advance the goals of the companies or organizations that employ them
main purpose; why technical communication is important
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Technical Writers & Editor
this relates to my major- advanced composition and rhetoric.
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