#multiliteracies

[freckliedan]

Hey! Hazel this side (🪴)

I went through your linguistic paper and it was such a great read! Linguistic knowledge aside, the way that you explain the social dynamics and norms at play is so clear and concise, and as an autistic person those are things I've always had trouble with, especially in fandom contexts, not understanding what kind of talk can make you seem rude/bad and what kind of talk will be taken in joke vs what will be taken in bad taste, like you said there's layers and layers of multiliteracy at play, in any social context as such but especially in more tight knit social groups and subcultures, and your paper was very enlightening in that sense. One of the first papers I wrote for my own Language and Linguistics classes was actually about how social norms around communication and what is implicitly understood as good/bad or acceptable/unacceptable communication within particular social settings tend to put autistic and other neurodivergent people at a disadvantage, from anything like these close social groups to bigger stuff like trying to get a job when an interviewer is judging you on criteria you have no hope of understanding.

I wish more language learning and linguistic projects talked about how we can spell out these unspoken rules when observed through particular instances of interaction (such as the post you took as a case study)

Alsooo I found some references in there that might help me out in my own research in the future too so thanks so much for that!! If you don't mind and have the time at all, would you be able to recommend some major works that talk about online communication in general, or like interactions within smaller online spaces? Thanks!

(context)

hi!! it means so much to hear people read my paper at all & hearing it's enjoyed literally always completely makes my day ❣️❣️❣️

i hadn't even figured out i was autistic at the time i wrote that paper but in retrospect i so totally went into social sciences because my difficulty in understanding people lead to a special interest in learning by the book what will always be unintuitive for me 🤦 which is to say: your paper sounds like it's on such a solid subject, that rules !!!!

i don't actually have much knowledge on other linguistic sources! the class i wrote that paper for was one of only two linguistics classes i ever took, the first being a 101 course years earlier. if you're interested i can just dm you my folder with all my PDFs of the course readings?

[stimpunks]

Latest Terms in the Stimpunks Glossary for August 2024

As we go about our work, we expand our glossary, which is currently at 375 terms. We added 15 new terms in the past month. Several of these are for our “Systems of Power Learning Pathway”. Here are the latest terms: Learning Management System Becoming Schoolishness Transcendent Thinking Stim Listening Segregationist Discourse Eye Contact Horizontal Learning Multiliteracies STEM Fantasy…

[ms-thompson]

How have you grown as a learner and future/current teacher?

This course has changed how I view technology more than literacy. In the past, I have taught students lessons on digital literacy. However, digital literacy was focused on online safety and appropriate online behaviors, such as digital footprints, reliable sources, and primary and secondary sources. This was my extent of knowledge and understanding of literacy and technology.

I have grown immensely as a learner. I still value the importance of online safety and believe that there is a literacy in how to appropriately engage online, but that is not the only digital literacy out there. I have since learned about modes, and the importance of modes within multimodal projects (Lenters, 2018). With modes, the meaning of a text can be greatly amplified, giving students another resource to deepen their understanding of a text (Smith, 2019). Now, with a new view of technology and literacy, I have a deeper understanding of the complexities and discourse that surround the topics of new literacies, multiliteracies, modes, multimodal projects, and equitable instruction and assessments.

In my classroom, I will try to incorporate more multimodal projects. I believe it is incredibly beneficial to all students, but especially English language learners that both digital literacies and English language literacy are targeted together. I now see the importance of including technology in the classroom. I do not typically include technology within my lessons for pull-out groups, since I only see each student outside of their classroom for thirty minutes a day. However, I can incorporate multimodal projects when I push into a classroom and co-teach.

References

Lenters, K. (2018). Multimodal becoming: Literacy in and beyond the classroom. The Reading Teacher, 71(6), 643-649. doi:10.1002/trtr.1701

Smith, B. E. (2019). Mediational modalities: Adolescents collaboratively interpreting literature through digital multimodal composing. Research in the Teaching of English, 53(3), 197-222. https://doi.org/10.58680/rte201930034.

[education30and40blog]

A Multiliteracies Approach to TikTok in the Classroom

By Blair Richards, Michigan State University, Master of Arts in Foreign Language Teaching TikTok, a social media platform that began in 2016, connects users through short videos, usually with catchy music, funny stories, or short news clips. It separates itself

[linguistlist-blog]

FYI: Multiliteracies Pedagogy and Generative AI in Second/Heritage Language Classes

We are seeking abstracts (200 words) for research and research-guided practice papers (7,000-7,500 words) for an edited volume on applications of Generative artificial intelligence (GenAI) in second/heritage language education grounded in the pedagogy of multiliteracies (New London Group, 1996) or related frameworks such as "Learning by Design" (Kalantzis & Cope, 2010, 2012, 2023). Abstracts should propose chapters that critically examine the potential benefits, challenges, and implications of http://dlvr.it/T30v7n

[laura-a-bordo]

.˚˖ 04/10, língua inglesa: gramática contextualizada ˚₊‧

Dando continuidade a temática da aula anterior, a proposta da atividade realizada em sala de aula foi montar uma sequência didática interdisciplinar (com língua inglesa inclusa) com base nos multiletramentos (NLG, 1996) e conceitos das 4 dimensões da pedagogia, como prática situada, instrução explícita, enquadramento crítico, prática transformada...

A situação problema era: você é docente de língua inglesa em uma escola de educação básica. Leciona nas turmas do 6º ao 9º ano e trabalhará uma disciplina eletiva por 1 semestre direcionada a todas essas turmas. O objetivo dessa eletiva é abordar as ODS (ONU, 2015) de forma interdisciplinar (inglês + você pode decidir a(s) outra(s) disciplina(s)). O foco do trabalho foi as temáticas número 11 e 13 da ODS:

Além disso, a sequência foi elaborada a partir da BNCC, contemplando as seguintes habilidades, das matérias Língua Inglesa e Geografia:

Utilizamos o site Padlet para a criação e organização do trabalho. Link: Tarefa ODS 04/10 (padlet.com)

Referências

BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília: MEC, 2018.” NLG. THE NEW LONDON GROUP.

Multiliteracies: Literacy learning and the design of social futures. London: Routledge, 1996/2000.

ONU/BR – NAÇÕES UNIDAS NO BRASIL – ONU BR. A Agenda 2030. 2015. Disponível em: As Nações Unidas no Brasil

[beckyannsblog]

“The social and political goal of multiliteracies is to situate teachers and students as active participants in social change, the active designers of social futures” (Jewitt, 2008, p. 245).

As a current teacher I want my students to be apart of their own learning. When students are active participants in their education it stimulates their engagement and want to learn.

The world is constantly changing, along with technologies and it is our job to start taking part and utilizing the technology that we have access to for our students benefit.

[fredvanvlecksuperintendent]

Fred Van Vleck Superintendent | EHS Students Receive Seal of Biliteracy Awards

Shared by Fred Van Vleck Superintendent of Eureka City Schools. Eureka High School Students Earn 43 California State Seals of Biliteracy in 7 World Languages Honored Among 113 Students by the Humboldt County Office of Education May 19, 2023 – Eureka, CA – The Humboldt County Office of Education held its 11th Annual Seal of Biliteracy Awards Ceremony on Tuesday, May 16, 2023 at the Sequoia Conference Center in Eureka. This year HCOE celebrated 113 students that earned the California Department of Education’s Seal of Biliteracy in one or more of 11 languages representing nine different high schools in Humboldt County. Eureka City Schools is proud to announce that Eureka High School made quite the statement this year with its students earning 43 Seals of Biliteracy in seven World Languages. These remarkable students were honored with an official certificate and a medal for achieving Biliteracy. Four students (below in bold) achieved multiliteracy and received their Seal in three languages including English. The students were accompanied by their families and dedicated staff from the EHS World Languages Department and EHS Counselors.  Every school year Eureka High School offers its students the opportunity to be assessed to receive their California Seal of Biliteracy. The State Seal of Biliteracy (SSB), marked by a gold seal on the diploma or transcript, recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. Eureka High School Counselor Sarah Cruz says, “The process allows for students to have their language skills verified to colleges and future employers. Many of these students have taken four years of a world language at Eureka High or speak their own heritage language in addition to English.” Eureka High currently offers Spanish, German and Yurok. This year EHS students received Seals of Biliteracy in Spanish, German, Hmong, Vietnamese, Czech, Gujarati and Chinese Mandarin. Join us in congratulating them! Their names and Seals of Biliteracy are listed below. Bien Hou  – German/Mandarin Kazhia Lee – Spanish/Hmong Kishan Patel – Gujarati/Spanish Amelia Staiano – Czech/Spanish German Spectre Hailey Amber Olson Gaige Shinn Vietnamese Bui Khanh Linh Nguyen Spanish Faith Abercrombie  Aleyah Angel Lopez Christopher Barroso Olivia Biesecker Wolfgang Bise Davis Boone Ava Colosi-Bennett Marco Cruz Hernandez Spanish continued Alma Cruz-Mojica      Puletele Fonoti  Joseph GonzalezFletes  Anna Grimmett Rebeka Hang     Diego Hernandez-Gonzalez         Jesus Hernandez Stasha Leonard  Ashly Lopez         Samantha Munguia-Gastelum    Margaret Odell  Sasha Ortiz Bazan            Kimberli Pacheco Pretty Perez Finn           Nelsy Ramirez Pacheco Keenan Riggs Turpin    Brian Rodriguez Barroso           Destiny Rodriguez         Valeria Ruiz         Ean Savage Jordan Urban     Juan Valdavinos Isaac Young —– Press Contact: Sierra Speer Dillon Communications and Marketing Coordinator Eureka City Schools Speerdillons@eurekacityschools.org Tel: 707-441-3373 To find out more about the California Department of Education’s State Seal of Biliteracy visit: www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp Originally published here: https://askfredvanvleck.com/ehs-students-receive-seal-of-biliteracy-awards/

[assignmenttutoronline]

language and multiliteracy learning in ECE

language and multiliteracy learning in ECE

7:47A N e0 la A 41, 0 (Eg: If you have listed a book that you would like to read with children, you need to include this book in your resources and reference list) ElConsult the rubric before submitting your Learning Experiences to the Dropbox. Referencing is Harvard style. RASSESSMENT CRITERIA The following levels of criteria will be used to grade this assessment task: • Criterion 1: The…

[myassignmentonline]

language and multiliteracy learning in ECE

language and multiliteracy learning in ECE

7:47A N e0 la A 41, 0 (Eg: If you have listed a book that you would like to read with children, you need to include this book in your resources and reference list) ElConsult the rubric before submitting your Learning Experiences to the Dropbox. Referencing is Harvard style. RASSESSMENT CRITERIA The following levels of criteria will be used to grade this assessment task: • Criterion 1: The…

[assignmentfreelancers]

language and multiliteracy learning in ECE

language and multiliteracy learning in ECE

7:47A N e0 la A 41, 0 (Eg: If you have listed a book that you would like to read with children, you need to include this book in your resources and reference list) ElConsult the rubric before submitting your Learning Experiences to the Dropbox. Referencing is Harvard style. RASSESSMENT CRITERIA The following levels of criteria will be used to grade this assessment task: • Criterion 1: The…

[assignmenttutorsforyou]

language and multiliteracy learning in ECE

language and multiliteracy learning in ECE

7:47A N e0 la A 41, 0 (Eg: If you have listed a book that you would like to read with children, you need to include this book in your resources and reference list) ElConsult the rubric before submitting your Learning Experiences to the Dropbox. Referencing is Harvard style. RASSESSMENT CRITERIA The following levels of criteria will be used to grade this assessment task: • Criterion 1: The…

[affective-vernacular]

From Fandom to Collaborative Education

Arcosanti, January 2019 (not quite Brutalist, but a beautiful concrete beast nevertheless).

Through my research of Tumblr-centered discourse and theory it became evident that the notion of fandom is prevalent. My initial thought was that this is not the Tumblr I am familiar with - I associated the term fandom with obsessions over TV shows like Dr. Who, the oeuvre of Joss Whedon, or My Little Pony, as well as Comic Con, Gen Con, Dragon Con, and any other nerdy conventions. (No offence to the nerds, I too have periphery nerd interests, I just hadn’t yet associated them with Tumblr). Early in my research I wondered whether I did in fact follow fandoms through Tumblr but simply never thought of them as such, and this was confirmed while reading Annette Koh’s (2020) critical essay of urban-themed Tumblr fandoms:

The concrete behemoths of mid-twentieth-century #Brutalist architecture had Tumblr fan clubs who celebrated the much-maligned buildings as exemplars of design rather than failures of modernism…Niche fandoms found each other and shared their transformative works, what fandom calls the creative adaptation of other people’s published work. There was a Tumblr devoted to redesigning subway maps for greater legibility, which struck me as a kind of fanfiction for public transit. Cartography as art was enthusiastically embraced, with a boomlet in hometown maps constructed from hand-lettered neighborhood names. Maps also rendered unfamiliar cities knowable, the overwhelming massiveness of Moscow or London or Tokyo turned into a friendly tangle of crayon-colored subway lines (pp. 337-338).

It is true, I am a member of the brutalist fandom, I’ve been following architectureofdoom and bauzeitgeist for years. What other fandoms am I a part of? Antique art ephemera, strange compositions, outsider art, demure collage, 60s psych GIFS, old photos of old buildings, retrofuturism, poetic space memes – my fandoms may be less nameable, but they exist, there’s a defined aesthetic connecting me with my followers and those I follow. Not only did I frequent Tumblr to experience ‘a mood’ or the affect created by my highly curated dashboard feed, but also to connect with the feeling of being around people who get it. Without having to ever explicitly state the fact, it felt like I had managed to surround myself with likeminded people in a nebulous world that existed within me, through the internet, and within others as though we connected as a kind of hive mind ruled by twee poetics, light melancholia and beautiful absurdity.

In 2017 Allison McCracken, who has extensively researched Tumblr phenomena and co-edited the 2020 ebook: a tumblr book: platform and cultures, wrote an article that focuses on the “peer education” (p. 151) that the digital platform fosters. My Tumblr participation waned in 2015 as I neared the end of my 20s, yet it seems that just as I left, an increase in collaborative activity, information sharing and circulation began within and amongst Tumblr communities, which mirrored and reverberated off the rising erratic political and social energy that continues today. McCracken sees more in the platform than just a meeting of minds: “For many youth, Tumblr has become an alternative, tuition-free classroom, a powerful site of youth media literacy, identify formation, and political awareness that often reproduces cultural studies methods of media analysis” (p. 152).

The consideration of Tumblr as a vibrant, multimodal digital space of intersecting thoughts, evolving literacies, symbiotic pedagogies and ongoing cultural critiques, evokes the New London Group’s (NLG) call for a redesign of educational approaches. Their collaborative 1996 article, "A Pedagogy of Multiliteracies", radically suggests a designer-like approach to the revisioning of teaching methodologies. NLG’s focus was on the notion of multiliteracies, both “to account for the context of our culturally and linguistically diverse and increasingly globalized societies... [and to] account for the burgeoning variety of text forms associated with information and multimedia technologies” (p 61). Is it possible that Tumblr has organically developed into the kind of pedagogical environment that NLG was envisioning? Not only does the platform allow for the rapid exchange of cultural information, but also supports and fosters various text technologies, while concurrently allows users to design both their outward-facing persona, and their incoming feed of content. NLG further describes their technologically and culturally diverse vision:

A pedagogy of multiliteracies, by contrast, focuses on modes of representation much broader than language alone. These differ according to culture and context, and have specific cognitive, cultural, and social effects… Multiliteracies also creates a different kind of pedagogy, one in which language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural purposes (p. 64).

In a current reality where we are constantly balancing our mindless technological obsessions with news-induced anxiety and wellness sentiments, it’s exciting to see that the space within a social media platform echoes, cultivates and carries forward a radical call for change from our recent past.

Whether used as a “backchannel” (2018, p. 363) within a formal education setting, as Melanie E. S. Kohnen advocates for in "Tumblr Pedagogies", or simply integrated into one’s recreational learning routine, Tumblr affords its participants with a space to explore content, learn socially, and connect to other likeminded individuals and their own sense of self.

Reference List

[ultraenglishnerd]

My Three Article Discussion

This week, I chose to read and focus on the last three articles (Wysocki, Sheppard, and Ball). I definitely based this decision off of what the titles suggested, choosing to spend the most time considering ideas and arguments that would benefit my progression as a scholar more so than as an instructor (primarily because I am currently not involved in teaching). Wysocki’s “awaywithwords” was immediately interesting to me because of the design choice she made in the title itself and I was curious to see what she meant by “Unavailabe Designs.” I read Sheppard’s article because I found the direction of looking beyond skill in rhetorical work intriguing and wanted to learn more about his experience creating a multimodal website about the environment for children. Finally, Ball’s article stuck out to me via title as well, seeing as throughout every creative writing class I have taken, we were told to “show, not tell” and was curious to see how this could be applied to multimodal productions that usually tend to rely on the visual anyway. 

The arguments produced in each article intersect with what we’ve read in class because they strongly urge for the use of multimodal literacy in scholarly work, as well as attempting to guide the reader through ways to best accomplish this. Wysocki’s discussion of material, most notably when she says, “that it is always worth asking how our materials have acquired the constraints they. Have and hence why, often, certain materials and designs are not considered available for certain uses” (303), harkens back to our conversation about multimodal pieces being more than just technology. This is significant for me and what I am planning, as my final project is a physical piece. Not quite construction paper and crayon, but it uses material that would not be associated with what I am trying to do. (I’m being vague on purpose.) The Sheppard article falls neatly into the concept of collaboration that we have talked about, in which the use of rhetorical devices when making his website often conflicted with his own ideas and the reception of the audience, or between him and the scientists he was working worth. The collaboration process for multimodal texts works between both the creator/author and the audience, as the both change and interpret the text based on their preconceived ideas. Ball also works with items mentioned in class, mostly in regard to thinking beyond just text as the only form of scholarship. I specifically liked how detailed the author went into the “Digital Miltiliteracies” text and how she showed us the different rhetorical devices and concepts instead of just telling us what they were. While working outside of the academic box has its risks, Ball explains the benefits and necessities to doing so fairly well. 

Because I do not want to reveal what my final project is (hopefully) going to be yet, I will need to be vague about what concepts apply. The concept of text and material, and how they can be used to create different meaning, relates distinctly to my project. It makes me question how to best get my point across, as it is mostly a visual piece that I intend to create. I have a goal/criticism in mind with what I am working on, and Sheppard’s discussion of misinterpretation speaks to me in this regard. If what I intend to say with my piece is not what the audience takes away from it, is it still successful? How obvious do I have to be/how close to constraints ought I to be in order to properly make a piece that can be considered both scholarly and artistic? Can repurposing a material into a completely different form than it came still count as authorship in a scholarly manner? These are merely a few questions I am considering after reading these texts. I hope, perhaps, you might help me puzzle these out in the time we have between now and the reveal of my intentions on April 7th. 

[linguistlist-blog]

TOC: Multimodal Communication Vol. 12, No. 2 (2023)

ICYMI: Inside the commentator’s booth: a Multimodal (Inter)action and Conversation Analysis on the production of first division football commentary on TV Inke Du Bois pp. 79-98 Embodied remembering in coordinated performances Ann Tai Choe, Junichi Yagi pp. 99-122 Focalization and ideological meanings in a digital multimodal narrative: implications for the construction of the pedagogy of multiliteracies Íris Susana Pires Pereira pp. 123-136 Good brain, good concentration, good future: a critical mult http://dlvr.it/SyNGrv

[learning-multiliteracies]

While reflecting on the course readings about multiliteracies and the importance of multimodal teaching in the classroom, I have been thinking about how these pedagogical methods reflect the ethical responsibilities of teachers in Ontario. As a summary of this reflection process, I made this chart that examines how multiliteracies and multimodal teaching will enable me to fulfill the Ontario College of Teachers’ ethical standards for educators.

References

Ontario College of Teachers (2020). Ethical Standards. Ontario College of Teachers. https://www.oct.ca/public/professional-standards/ethical-standards