{"id":6998,"date":"2006-07-08T20:01:42","date_gmt":"2006-07-08T20:01:42","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/new-london-grou-2\/"},"modified":"2006-07-08T20:01:42","modified_gmt":"2006-07-08T20:01:42","slug":"new-london-grou-2","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/new-london-grou-2\/","title":{"rendered":"New London Group, “A Pedagogy of Multiliteracies”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

*New
\n London Group. "A Pedagogy of Multiliteracies." Multiliteracies:
\n Literacy Learning and the Design of Social Future. Bill Cope and Mary
\n Kalantzis, eds. New York: Routledge, 2000. 9-37.<\/p>\n

<\/p>\n

"Designing social futures" comes not only as this first chapter’s subtitle
\nbut also as the second phrase in the subtitle of the NLG’s larger book:
\nMultiliteracies: Literacy Learning and the Design of Social Futures. The New
\nLondon Group is concerned with the proliferation of information, its circulation
\nin multiple channels, including mass media, and, as well, the ability of
\neducation to prepare students for life in the face of unprecedented waves of
\ninformation. Specifically, they focus on three scenes or phases of life: working
\nlives, public lives (citizenship), and personal lives (or lifeworlds). In
\naccounting for each of these scenes or phases, they hint at notions of network
\nunderstanding, particularly intermixed with digital encounters (Ulmer’s
\nelectracy<\/i>, noted in one margin). <\/p>\n

To put it another way, one of the questions motivating the NLG’s work might
\nbe: How have new and emerging information technologies reconstituted the
\nliteracies most viable for work, citizenship and personal life? How must
\nschooling respond?<\/i><\/p>\n

"Local diversity and global connectedness mean not only that there can be no
\nstandard; they also mean that the most important skill students need to learn is
\nto negotiate regional, ethnic, or class-based dialects; variations in register
\nthat occur according to social context; hybrid cross-cultural discourses; the
\ncode switching <\/b>often to be found within a text among different languages,
\ndialects, or registers; different visual and iconic meanings; and variations in
\nthe gestural relationships among people, language, and material objects" (14).
\nConsider this alongside Canagarajah’s notion corrective, code meshing. This also
\nbears on the emphasis on futures and the static quality of standards. <\/p>\n

The second major consideration of the essay (beyond that changing contours of
\nliteracy in work, citizen-publics and personal lives) is schooling: What
\nschools do and what we can do in schools<\/i>.<\/p>\n

"The role of pedagogy is to develop an epistemology of pluralism that
\nprovides access without people having to erase or leave behind different
\nsubjectivities. This has to be the basis of a new norm" (18). The new norm
\nrelies heavily on notions of pedagogy as "design." This, they break into three
\nsub-sets: available design, design and the redesigned. This reminds me of the
\ntension Urban sets up between accelerative and inertial forces in culture (Metaculture<\/i>).
\nAvailable Designs are precursors and antecedent forces; Design is agency, in
\neffect, and the redesigned accounts for what comes of the dialectical
\nrelationship. <\/p>\n

"Our view of mind, society, and learning is based on the assumption that the
\nhuman mind is embodied, situated and social" (30). This stance folds together
\nfour teaching activities: situated practice (33), overt instruction (33),
\ncritical framing (34), and transforming practice (situated, reflective) (35).\n<\/p>\n

\n
Related sources: <\/dt>\n
Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral
\n Participation. Cambridge: Cambridge UP, 1991.<\/dd>\n
Dewey, John. Democracy and Education. <\/i>1916. New York: The Free
\n Press, 1967.<\/dd>\n
Halliday, M.A.K., Language as Social Semiotic: The Social
\n Interpretation of Language and Meaning, <\/i>Baltimore: University Park Press,
\n 1978; London: Edward Arnold, 1978.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>*New London Group. "A Pedagogy of Multiliteracies." Multiliteracies: Literacy Learning and the Design of Social Future. Bill Cope and Mary Kalantzis, eds. New York: Routledge, 2000. 9-37.<\/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":[174],"tags":[142,184,948,424,232,554,949,319,950,255,440,278,930,951,952,769],"class_list":["post-6998","post","type-post","status-publish","format-standard","hentry","category-writing_technol","tag-activity","tag-agency","tag-citizenship","tag-design","tag-discourse","tag-diversity","tag-embedded","tag-genre","tag-lifeworlds","tag-literacy","tag-multiliteracies","tag-pedagogy","tag-pluralism","tag-school","tag-situated_practice","tag-work"],"yoast_head":"\nNew London Group, "A Pedagogy of Multiliteracies" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/new-london-grou-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"New London Group, "A Pedagogy of Multiliteracies" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 2 mins*New London Group. 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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":6998,"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":6998,"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":7117,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/12\/12\/address-keyword\/","url_meta":{"origin":6998,"position":4},"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. I have dealt superficially with the question this week, first by thinking about the relationship of the terms assigned by various methods--where we have keywords\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6507,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/17\/kress-literacy\/","url_meta":{"origin":6998,"position":5},"title":"Kress – Literacy in the New Media Age (2003)","author":"Derek Mueller","date":"February 17, 2006","format":false,"excerpt":"I'm just eight pages into Gunther Kress' Literacy in the New Media Age. I've read the chunk before the preface (what is this thing, a superpreface, an antepreface, pre-preface?): \"The Futures of Literacy: Modes, Logics and Affordances.\" This much is clear: image and text function according to distinctive logics. With\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/img\/litnma.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6998","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6998"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6998\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6998"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6998"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6998"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}