The "How" of Multiliteracies

The "How" of Multiliteracies

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Learning Objectives

​In this lecture, you will:

1. Describe the four components of literacy pedagogy

2. Analyse how a digital storytelling class has incorporated the four components of literacy pedagogy

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​Four Components of Literacy Pedagogy

• Situated Practice

• Overt Instruction

• Critical Framing

• Transformed Practice

​

1. Do not ​constitute a linear hierarchy

2. Do not represent stages

3. Related in complex ways

4. May occur simultaneously, or one will predominate

5. Repeatedly revisited at different levels

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​Situated Practice

• immersion in meaningful practices within a community of learners who are capable of playing multiple and different roles based on their backgrounds and experiences

• must include expert novices (experts at learning new domains in some depth)

• recruit learners' previous and current experiences

• must crucially consider the affective and sociocultural needs and identities of learners

• must constitute an arena in which all learners are secure in taking risks and trusting the guidance of others

• evaluation should be used developmentally (never be used to judge)

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​Overt Instruction

• not direct transmission, drills, and rote memorisation

• active interventions that scaffold learning activities

• allow the learners to gain explicit information that can organise and guide practice

• includes centrally the collaborative efforts between teacher and student

• the goal is conscious awareness and control over what is being learned

• the use of metalanguages (languages of reflective generalisations that describe the form, content, and function of the discourses of practice)

• assessment should be related to the other aspects of the learning process, e.g. the connections between evolving metalanguages as they are negotiated and developed through Overt Instruction

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​Critical Framing

• the goal is to help learners frame their growing mastery in practice (from Situated Practice) and conscious control and understanding (from Overt Instruction) in relation to the historical, social, cultural, political, ideological and value-centred relations of particular systems of knowledge and social practice

• teacher must help learners to denaturalise and make strange again what they have learned and mastered (through reframing by placing in wider context)

• allow learners to gain the necessary personal and theoretical system from what they have learned

• allow learners to constructively critique it, creatively extend and apply it, and eventually innovate

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​Transformed Practice

• repractice, where theory becomes reflective practice

• students demonstrate how they can design and carry out new practices embedded in their own goals and values in a reflective manner

• implement understandings acquired through Overt Instruction and Critical Framing in practices that help them to apply and revise what they have learnt

• assessment of learners and the learning processes are situated, contextualised

• try to recreate a discourse by engaging it for our own real purposes

• the key is juxtaposition, integration, and living with tension

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Match

Match the following.

• Immersion in experience and the utilisation of available discourses, including those from the students' lifeworlds and simulations of the relationship to be found in workplaces and public spaces

• Systematic, analytic, and conscious understanding; requires explicit metalanguages to describe and interpret the design elements

• Interpreting the social and cultural context of particular designs of meaning; involves the students standing back from what they are studying and viewing it critically in relation to its context

• Transfer in meaning-making practice, which puts the transformed meaning to work in other contexts or cultural sites

Situated Practice

Overt Instruction

Critical Framing

Transformed Practice

• Situated Practice

• Overt Instruction

• Critical Framing

• Transformed Practice

​Tutorial Task

1. Read the article "Putting Multiliteracies Into Practice: Digital

   Storytelling for Multilingual Adolescents in a Summer Program" (pp. 39-43): https://files.eric.ed.gov/fulltext/EJ1018826.pdf

2. ​In groups, analyse how the digital storytelling class has incorporated the four components of literacy pedagogy.

3. Display your analysis in the form of a mindmap in the following JamBoard: ​https://jamboard.google.com/d/1sxc9D2ZTGeeGykFfTCt02u3ZxT1FGvuLZw0NIhALZYY/edit?usp=sharing

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