AFFORDANCE 3: DISCUSSION PROMPT MULTILITERACIES

The concept of multiliteracies goes back a long way when the term was introduced by the New London Group in 1996 (New London Group, 1996). This introduction was based on the realisation of the impact that Information and Communication Technology (ITCs) would have on communication over a distance (Walsh, 2017). Multiliteracies attempts to depict the variety of communication relevant within the changing world, with its focus on social and cultural contexts.

The concept has been applied in different ways by different scholars, but relevant to this course, Cope and Kalantzis (2000) framed multiliteracies as a specific educational approach. This approach is relevant within my African context as it could assist educators in addressing the imbalance in the education of disadvantaged groups. Researchers like Anstey & Bull (2006) and Healy (2008), positioned multiliteracies within the framework of multimodality (Walsh, 2017).

The figure below, as designed by Walsh (2017), suggests that the function of literacy itself has not changed – the central purpose is still communication. However, it can and should now take place through a variety of modes and media. Within the multiliteracies approach, interaction within the multimodal environment makes use of different types of literacies tom access knowledge and engage with fellow learners.

Multimodal Literacy Practices (Walsh, 2017).

The following link will take you to the very informative and extensive “Works and Days” Website of Kalantzis and Cope

https://newlearningonline.com/

One of the many meaningful graphics in the Multiliteracies section of the above website, clearly shows the relevance of the ‘multi’ within Multiliteracies:

Cope & Kalantzis (literacies.com)

Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. International Reading Association, Inc., and the Australian Literacy Educators’ Association.

Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Melbourne: Macmillan. (The New London Group).

Healy, A. (Ed.). (2008). Multiliteracies and diversity in education. Melbourne: Oxford University Press.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-93.

Walsh, M. (2017). Multiliteracies, multimodality, new literacies and… what do these mean for literacy education? Inclusive Principles and Practices in Literacy Education. International Perspectives on Inclusive Education 11, 19-33.