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New literacies

About: New literacies is a research topic. Over the lifetime, 1219 publications have been published within this topic receiving 39006 citations.


Papers
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DOI
01 Jan 1996
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

4,915 citations

Book
01 Jan 2003
TL;DR: The futures of literacy: modes, logics and affordances as mentioned in this paper have been studied in the context of the mode of writing and its relation to the future of reading as semiosis.
Abstract: 1. The futures of literacy: modes, logics and affordances 2. Preface 3. Going into a different world 4. Literacy and multimodality: a theoretical framework 5. What is literacy?: resources of the mode of writing 6. A social theory of text: genre 7. Multimodality, multimedia and genre 8. Meaning and frames: punctuations of semiosis 9. Reading as semiosis: interpreting the world and ordering the world 10. Some items for an agenda of further thinking

3,156 citations

Journal Article
TL;DR: In this paper, the authors describe new social practices and new literacies along with kinds of knowledge associated with them, and argue that education requires a shift in mindset, and suggest how and where pursuit of progressive change might begin.
Abstract: Literacy education continues to be dominated by a mindset that has passed its use-by date. Education has failed to take account of how much the world has changed during the information technology revolution. It proceeds as though the world is the same as before - just somewhat more technologized. This is the hallmark of an 'outsider' mindset. In fact, qualitatively new literacies and new kinds of knowledge associated with digitally saturated social practices abound. 'Insiders' understand this, 'outsiders' do not. Yet 'outsider' perspectives still dominate educational directions. Meanwhile, student 'insiders' endure learning experiences that mystify, bemuse, alienate and miseducate them. This book describes new social practices and new literacies, along with kinds of knowledge associated with them. It shows what is at stake between 'outsider' and 'insider' mindsets, argues that education requires a shift in mindset, and suggests how and where pursuit of progressive change might begin.

1,040 citations

Journal ArticleDOI
TL;DR: The authors examines the changing landscape of literacy teaching and learning, revisiting the case for a "pedagogy of multiliteracies" first put by the New London Group in 1996, and develops a language with which to talk about representation and communication in educational contexts.
Abstract: This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a “pedagogy of multiliteracies” first put by the New London Group in 1996. It describes the dramatically changing social and technological contexts of communication and learning, develops a language with which to talk about representation and communication in educational contexts, and addresses the question of what constitutes appropriate literacy pedagogy for our times.

989 citations

01 Jan 2008
TL;DR: Reading a book changes us forever as the authors return from the worlds they inhabit during their reading journeys with new insights about their surroundings and ourselves.
Abstract: The essence of both reading and reading instruction is change. Reading a book changes us forever as we return from the worlds we inhabit during our reading journeys with new insights about our surroundings and ourselves. Teaching a student to read is also a transforming experience. It opens new windows to the world and creates a lifetime of opportunities. Change defines our work as both literacy educators and researchers — by teaching a student to read, we change the world.

906 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20221
202139
202029
201936
201849
201774