In 1996, the New London Group introduced two core concepts into literacy pedagogy: multiliteracy and multimodality. Changing social contexts – rapid technological development, increased global connectedness, greater local diversity - , they argued, necessitated a re-evaluation of standard school practices that have always focused on producing trained workers, assimilating when possible and smoothing over differences otherwise – the practice of “making homogeneity out of differences” (72). They advocated for new pedagogical practices that emphasized the “different subjectivities – interests, intentions, commitments, and purposes – students bring to learning” (72).
MULTILITERACY
Literacy pedagogy must now account for the increasing multiplicity of discourses emerging from the intersection of new communication technologies and globalization. To that effect, literacy must be redefined to encompass them all. Multiliteracy refers simultaneously to two facets of literacy:
Multilingual literacy – dealing with linguistic and cultural differences that must be negotiated in everyday communication that more and more often cross
Multiple Medium literacy – understanding the mechanics and rhetoric of multiple communication technologies, whether it be issues of access, usability, and cross platform functionality.
Successful navigation of the social/public discourses, work discourses, and private communication depends upon being multiliterate.
MULTIMODALITY
Multimodality refers to the packaging of any form of communication, so to speak. Discourses can be composed of any of six design elements (modes of communication):
Linguistic Meaning – application of language in communication
Visual Meaning – images, layouts, formats
Audio Meaning – sound effects, music
Gestural Meaning – body language, movement
Spatial Meaning – environment, spaces, architecture
Multimodal Meaning – some combination thereof
How something is said is just as important as what is said. Often, the mode can determine what can be said. The multimodal element is the most important of the meaning making processes because most texts are multimodal, if only because even the written text must be visually represented, or the oral text performed aurally. Multimodal texts change based on the availability of multiple mediums/ technologies within the historical, geographic, and economic contexts of an individual or community.
MULTILITERACY
Literacy pedagogy must now account for the increasing multiplicity of discourses emerging from the intersection of new communication technologies and globalization. To that effect, literacy must be redefined to encompass them all. Multiliteracy refers simultaneously to two facets of literacy:
Multilingual literacy – dealing with linguistic and cultural differences that must be negotiated in everyday communication that more and more often cross
Multiple Medium literacy – understanding the mechanics and rhetoric of multiple communication technologies, whether it be issues of access, usability, and cross platform functionality.
Successful navigation of the social/public discourses, work discourses, and private communication depends upon being multiliterate.
MULTIMODALITY
Multimodality refers to the packaging of any form of communication, so to speak. Discourses can be composed of any of six design elements (modes of communication):
Linguistic Meaning – application of language in communication
Visual Meaning – images, layouts, formats
Audio Meaning – sound effects, music
Gestural Meaning – body language, movement
Spatial Meaning – environment, spaces, architecture
Multimodal Meaning – some combination thereof
How something is said is just as important as what is said. Often, the mode can determine what can be said. The multimodal element is the most important of the meaning making processes because most texts are multimodal, if only because even the written text must be visually represented, or the oral text performed aurally. Multimodal texts change based on the availability of multiple mediums/ technologies within the historical, geographic, and economic contexts of an individual or community.
DESIGNING THE FUTURE
“As designers of meaning, we are designers of social futures”
-The New London Group (65)
The main idea the New London Group introduces into new literacy pedagogy is Design. People simultaneously inherit existing meanings and meaning making processes, and actively produce new meanings and forms within the workplace, the social/public space, and communities and sub-cultures. Thus, we have the ability to shape the future as we would like it to be.
The Process of Shaping Emergent Meaning
Available Design => [{Designing-representation & reconteptualization}] => Redesigned
[existing discourse(s)] [normatively reproduce or radically transform] [new meaning making]
The Redesigned is never exactly the same as the Available Design even if it is normatively reproduced. The Redesigned eventually becomes the Available design within a historical, spatial context.
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The primary questions the New London Group explored – how is meaning made? Who makes the meaning? how do we empower individuals to participate effectively in the meaning making process?– are still very much relevant today. Many educational institutions continue to centralize writing (linguistic) as the primary mode of communication and production within their pedagogical practices even though new technologies have created a complex multimodal society. This stringent focus on writing alienates many students, who are used to multiple and multimodal modes communication in public space and their private lives. Just walking down the street, a person is bombarded by posters, billboards, music, videos, commercials, etc. With smartphones available, students - people - are constantly plugged into a multimodal communication system. Redefining literacy to include the multiple modes of communication available to us today enables new literacy pedagogy to emerge, ones that equip students with an understanding of and proficiency in the use of technology and meaning production in a multimodal society.