{"id":6395,"date":"2005-09-05T22:00:00","date_gmt":"2005-09-05T22:00:00","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2005\/09\/05\/new-london-grou\/"},"modified":"2005-09-05T22:00:00","modified_gmt":"2005-09-05T22:00:00","slug":"new-london-grou","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2005\/09\/05\/new-london-grou\/","title":{"rendered":"New London Group, “A Pedagogy of Multiliteracies”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

We’re on with four articles for Wednesday’s meeting of 691: Crafting
\nResearchable Questions<\/i>.  We broke up responsibilities for
\nquestion-bringing, two or three primary respondents\/discussion-framers to each
\nof the articles, but I have brief notes here on each of the articles (something
\nI can carry to class, search later, etc.).  My lead article, however, is a
\nchapter from the New London Group’s Multiliteracies: Literacy Learning and the Design of Social Futures<\/i>. 
\nThe citation says the book was published in 2000; this chapter–"A Pedagogy of
\nMultiliteracies: Designing Social Futures"–was circulated as early as 1996, I
\nthink.  Roughly, the chapter–the opening<\/i> chapter in the book–sets
\nup the what<\/i> and how<\/i> of a pedagogy of multiliteracies (many-literacies,
\na lifting the lid from monoliteracies…yes?)–the multi-<\/i> that "allows
\n[learners] to participate fully in public, community, and economic life" (9).<\/p>\n

<\/p>\n

Already in the second paragraph, two aims for their work:<\/p>\n

First, we want to extend the idea and scope of literacy pedagogy
\nto account for the context of our culturally and linguistically diverse and
\nincreasingly globalised societies; to account for the multifarious cultures that
\ninterrelate and the plurality of texts that circulate.  Second, we argue
\nthat literacy pedagogy now must account for the burgeoning variety of text forms
\nassociated with information and multimedia technologies (9).<\/p><\/blockquote>\n

As I read the chapter, I keyed on the second point because (-1-) I’m
\ninterested in "information and multimedia technologies," and (-2-) I had doubts
\nthat NLG would come close to post-literacy or Anne Wysocki and Johndan Johnson-Eilola
\nin "Blinded by the Letter" or Ulmer’s electracy.  Although "designing"
\nfigures significantly into NLG’s multiliteracy pedagogy, writing technologies
\nand digital apparatuses are all but eclipsed in the rest of the
\nchapter (can’t say about the remainder of the book).  Just two more
\nmentions of tech I could find: an off-handed jab at "technocrats" (13) and alarm
\nover the "increasing invasion of private spaces by mass media culture" (16).<\/p>\n

What, then, of this pedagogy of multiliteracies remains for us to consider? 
\nEarly on, NLG splits the "realms of change" into "our working lives, our public
\nlives (citizenship), and our personal lives (lifeworlds)" (10).  Their
\nproposed pedagogy works through the flattening of hierarchies (check Weaver’s "holarchies"),
\nwhich fits nicely with network studies, "productive diversity," the dissolution
\nof standards in public discourse (14), the structural, historical dimensions of
\ndiversity (15), and the "conversationalization" of public language (16). 
\nAccording to NLG, schools are the obvious site of intervention for teaching and
\nlearning that supports adjustments to these realms of change, and consequently,
\n"curriculum now needs to mesh with different subjectivities, and with their
\nattendant languages, discourses, and registers, and use these as a resource for
\nlearning" (18). To bring such change about, then, the NLG says we need to think
\nin terms of three elements: "Available Designs, Designing, and The Redesigned"
\n(20).  Each of these phases (para.: inertial, activity and systems-based,
\nand re-made or hybridized) accords to one of the design elements: linguistic,
\naudio, visual, gestural and spatial (no temporal?), and in NLG’s explanation of
\nthe elements, linguistic gets a good deal of attention; the others, much less.  <\/p>\n

I have a few other questions (i.e., the absence of "rhetoric," NLG’s take on
\nnominalisation (29)), but I’m just as interested in the idea that the
\nInternational Multiliteracies project would adopt a metalanguage for "analysing
\nthe Design of meaning with respect to ‘orders of discourse,’" ultimately moving
\nfrom genre<\/i> and discourse<\/i> to specific questions such as "what’s the
\ngame?" and "what’s the angle?" (24).   What about it?  It’s their
\nnotion of "game" that set me to digging around for Giddens’ stuff on
\nstructuration from the course this summer.  In "Problems of Action and
\nStructure," after explaining that "game analogies can be highly misleading,"
\n(117) Giddens writes:<\/p>\n

Rules can only be grasped in the context of the historical development of
\nsocial totalities, as recursively implicated in practices.  This point is
\nimportant in a twofold sense. (a) There is not a singular relation between
\n‘an activity’ and ‘a rule,’<\/i> as is sometimes suggested or implied by appeal
\nto statements like ‘the rule governing the Queen’s move’ in chess. 
\nActivities or practices are brought into being in the context of overlapping and
\nconnected sets of rules, given coherence by their involvement in the
\nconstitution of social systems in the movement of time. (b) Rules cannot be
\nexhaustively described or analysed in terms of their own content, as
\nprescriptions, prohibitions, etc.: precisely because, apart from those
\ncircumstances where a relevant lexicon exists, rules and practices exist only
\nin conjunction with one another<\/i>. (118)<\/p><\/blockquote>\n

Is Giddens right?  If so, what are the limits to framing discourse\/genre
\nactivity in terms of games (as well as corresponding rules)?  And what’s
\nleft lying (neglected, overlooked) in a game\/rules theory of design elements
\n(applied to language first, then second-order elements)?  <\/p>\n

Key terms: multiliteracy, literacy pedagogy, productive diversity (13),
\n"assimilatory function of school" (18), genre (21), designing (22), redesigning
\n(hybridisation) (23), game (24), genre and intertextuality (25), pattern
\nrecognition (31), critical understanding (activity) (32), situated practice
\n(33), reflective practice (35)<\/p>\n

Other notes for 691:<\/p>\n

Judith Butler’s "Doing Justice to Someone: Sex Reassignment and Allegories of
\nTransexuality" from Undoing Gender
\n<\/i>Butler works through the quandary of a case-study methodology and a notion
\nof "doing justice." She approaches the constitution of gender (a core gender, an
\nessential gender), from sociocultural forces to the bodily and
\nbiological\/hormonal variables involved.  In a sense, Butler presents a
\nreading of the case of David Reimer and, in the process, suggests a compelling
\nbundle of factors, which, taken together, challenge dimorphism with something
\nlike chromosomic multisexes<\/i> (a phrase I heard about when VV ref’ed
\nButler’s book at the Cortland Conf. last October).   <\/p>\n

Gordon Brent Ingram’s "Returning to the Scene of the Crime," GLQ<\/i> 10:1
\nIngram’s methodology involves historiography, geography and analysis of
\nspace-based legal discourse–specifically the legal dossiers of court cases
\ninvolving what he terms "sexual minorities."  Basically, Ingram
\nhistoricizes urban sexuality in British Columbia (Vancouver and Victoria); he
\nurges us to generalize this historically and geographically specific work by
\n"examining the local forms of homoerotic networks, repression, resistance, and
\nagency and comparing them with those of other regions" (79).  He names
\nnetworks<\/i> frequently in this article, but his object-places seem to toggle
\nbetween urban\/rural and public\/private rather than scaling along a
\ndifferentiated third term–the sort of complexity-blend between urban\/rural and
\npublic\/private that network vocabularies make available. And why doesn’t Igram
\nmake use of maps?  Inasmuch as his project articulates the tension between
\ninstitutions of law and homosexual networks before and after the
\ndecriminalization of sodomy and associated acts, I would have been interested in
\nseeing an attempt to map the "sex crimes."  The argument for reading urban
\nspace (and its histories) in light of the networks suggested by legal dossiers
\nis something I hadn’t considered.  Ingram’s methodology comes at historical
\nwork by drawing together urban development\/formation, sexual (and otherwise
\nsocially networked) geographies, and legal rhetoric.  <\/p>\n

There’s a fourth article on doing diversity work, but it’s unbloggable: can’t cite it outside of class.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>We’re on with four articles for Wednesday’s meeting of 691: Crafting Researchable Questions.  We broke up responsibilities for question-bringing, two or three primary respondents\/discussion-framers to each of the articles, but I have brief notes here on each of the articles (something I can carry to class, search later, etc.).  My lead article, however, is a…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[424,255,440,439,187],"class_list":["post-6395","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-design","tag-literacy","tag-multiliteracies","tag-new-london-group","tag-technology"],"yoast_head":"\nNew London Group, "A Pedagogy of Multiliteracies" - 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Bill Cope and Mary Kalantzis, eds. New York: Routledge, 2000. 9-37. \"Designing social futures\" comes not only as this first chapter's subtitle but also as the second phrase in the subtitle of the NLG's\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7069,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/05\/george-from-ana\/","url_meta":{"origin":6395,"position":1},"title":"George, “From Analysis to Design”","author":"Derek Mueller","date":"November 5, 2006","format":false,"excerpt":"George, Diana. \"From Analysis to Design: Visual Communication in the Teaching of Writing.\" CCC 54.1 (2002): 11-39. In this oft-cited essay, Diana George accounts for the vexed relationship between composition studies and visuality or visual studies. Only in rare cases does one find imaginative curricula that engage with visuality as\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7022,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/27\/selber-multilit\/","url_meta":{"origin":6395,"position":2},"title":"Selber, Multiliteracies for a Digital Age","author":"Derek Mueller","date":"August 27, 2006","format":false,"excerpt":"Selber, Stuart A. Multiliteracies for a Digital Age. Carbondale, Ill.: Southern Illinois UP, 2004. Selber develops a three-part framework while extending a \"detailed investigation into the nature of computer literacy programs in higher education\" (3). His motive is remedial, motivated by a problem-solution approach to many of the striking inadequacies\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7330,"url":"https:\/\/www.earthwidemoth.com\/blog\/2011\/02\/17\/wicked-and-tame\/","url_meta":{"origin":6395,"position":3},"title":"Wicked and Tame","author":"Derek Mueller","date":"February 17, 2011","format":false,"excerpt":"This afternoon I finished re-reading Selber's Multiliteracies for a Digital Age (2004), which we've picked up in ENGL516 for its tightly applicable yet expansive heuristic: functional, critical, and rhetorical literacies. For Tuesday we're also looking at a complementary tier, network literacy. There's not a lot I want to recount or\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6508,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/19\/kress-literacy-1\/","url_meta":{"origin":6395,"position":4},"title":"Kress – Literacy in the New Media Age (2003) II","author":"Derek Mueller","date":"February 19, 2006","format":false,"excerpt":"In Literacy in the New Media Age, Gunther Kress settles into a gradual progression from long-held presumptions about alphabetic literacy to an increasingly hybridized and \"multimodal\" literacy based on the screen. The screen's proclivity for combining images and text has profound consequences, Kress argues, for the temporal\/sequential logics of letter,\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7117,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/12\/12\/address-keyword\/","url_meta":{"origin":6395,"position":5},"title":"Address Keywords","author":"Derek Mueller","date":"December 12, 2007","format":false,"excerpt":"How best to arrive at keywords (before they are tags)? One humorless punchline is that I will not soon have a degree in computational linguistics. 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