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A Pedagogy of Multiliteracies: The Social Context of Learning

A Pedagogy of Multiliteracies: The Social Context of Learning

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A Pedagogy of Multiliteracies: The Social Context of Learning

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  1. A Pedagogy of Multiliteracies:The Social Context of Learning

  2. Design • Refers to the fact that “meaning making is a creative application of existing resources for meaning in negotiating the constantly shifting occasions and needs for communication” (Fairclough, 2000, p. 162). • The crucial idea here is to centre both the social and mutable nature of meaning-making. • Implies both a theory of language and a theory of culture.

  3. A Pedagogy of Multiliteracies C’ont: Designs of Meaning

  4. Dimensions of Meaning Meta- language that is used for the purposes of analyzing the Design of meaning with respect to orders of discourse, genre, discourses and voices, etc. Purpose - to explain differences between texts and relate them to the contexts of culture and situation. Looking at what is the game, within certain social/institutional relationships

  5. Design Elements • Linguistic Design - delivery, vocabulary, modality, transitivity, information structures, local/global coherence • Visual - images and shot selection, page layout, screen formats, colours, editing practices • Audio - music, sound effects • Spatial - environmental, geographical and architectonic meanings • Gestural - behaviour, bodily physicality, gesture, sensuality, feelings and affect • Multimodal - all elements related in a dynamic process of meaning production - hybridy and intertextuality

  6. Pedagogy of Multiliteracies • Situated Practice - This is about recruiting “learners’ previous and current experiences, as well as their extra-school communities and discourses, as an integral part of the learning experience.” • Overt Instruction - “systematic, analytic, and conscious understanding of Designs of meaning and Design processes” • Critical Framing - This is about “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 - “In transformed practice we try to re-create a discourse by engaging in it for our own real purposes”