The following articles are intended to supply a working context of what multiliteracies is and real world applications of multiliteracies theory. The articles cover ground that ranges from pedagogy and real world instruction to the framework and conceptualization of what multiliteracies consists of and how the make-up is ever changing. The articles cover several areas of study and age ranges and include ELA, Math, Social Studies, Technology, First Year Teachers, Gaming, and Early Grades Classrooms.
Radical Change and Wikis: Teaching New Literacies (by Rebecca Luce-Kapler, Journal of Adolescent & Adult Literacy, 2007)
Multiliteracies: New Literacies, New Learning
- Bill Cope & Mary Kalantzis (2009) “Multiliteracies”: New Literacies, New Learning, Pedagogies: An International Journal, 4:3, 164-195, DOI:10.1080/15544800903076044
- http://dx.doi.org/10.1080/15544800903076044
- I found this article to be helpful and beneficial to understanding how multiliteracies are changing the way we teach, and the way students learn. The article references the New London Group, and their ideas behind these new pedagogies within our society. The article explores why our students need to be taught these new forms of literacy, and how they will benefit from such an education. The article explains how multiliteracies have grown and changed through history, to what they have become today.
Multiliteracies in the Classroom: Emerging Conceptions of First Year Teachers
- Boche, B. (2014). Multiliteracies in the classroom: Emerging conceptions of first-year teachers. Journal of Language and Literacy Education [Online], 10(1), 114-135. Retrieved from http://jolle.coe.uga.edu.
- http://files.eric.ed.gov/fulltext/EJ1030724.pdf
- This article takes a deeper look into the ever growing technological world we live in and follows first year English teachers as they each discuss their personal experiences with integrating multiliteracies into the English curriculum. This article reveals a mulitiliteracies perspective suggested by the New London Group (1996) in which their are four components teachers, especially first year teachers, should be familiar with.
Collaborating Like Never Before: Reading and Writing through a Wiki
- Gibbons, Scott. "Collaborating Like Never Before: Reading and Writing through a Wiki." English Journal 99.5 (2010): 35-39. JSTOR. Web. 5 June 2015
- Gibbons.pdf
- Collaborating like Never Before: Reading and Writing through a Wiki
- Because this article came from a professional website in which you have to be a member (JSTOR), I have tried to put a link with the pdf file that you can download. Hopefully it worked! This article by Gibbons talks about the benefits of using a Wiki in your classroom. While it specifically relates to workshopping on student's writing, the concept can go beyond an ELA classroom and can relate to any class and how a teacher can use a wiki page for students to collaborate on any given assignment. Gibbons specifically mentions how "online collaboration is a quick and simple method to motivate learning, and it allows students who are typically hesitant when chiming in on class discussions to have a voice and have their opinions heard." A wiki is a great forum for all students to feel comfortable and to have a voice. Gibbons also discusses how a wiki provides ownership for a student and an outlet for an audience. The student is no longer only submitting work for a teacher to read, they are now publishing work for others (classmates or other classes) to read and give feedback. Gibbons acknowledges that "When students take pride in their work, they work harder to make that assignment as good as it can possibly be."
Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging
- MacBride, R., & Luehmann, A. L. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science And Mathematics, 108(5), 173-183
- This article focuses on the practices of a high school math teacher who effectively incorporates blogging into his classroom practices. Classmates share the responsibility of scribing on the blog a brief outline of class notes. Students and teachers can upload relevant resources and websites relating to curricula. The blog is also used as a means to collaborate - peer editing is incorporated and there is a chat box feature available. The research was very interesting to read and discover the effective ways that blogging was used specifically in a MATH classroom.
Guidelines for Using Technology in the Social Studies Classroom
- Bennett, L. (January 01, 2005). Guidelines for Using Technology in the Social Studies Classroom. Social Studies, 96, 1, 38.
- Using Tech in SS Classroom.pdf
- Social Studies teachers must endeavor to guide their students to demonstrate civic competencies when using technology. To develop technology users who are civically competent in the social studies classroom, the author suggests that teachers look to the five performance indicators devised by the National Education Technology Standards (NETS). The indicators are intended as a guide when considering the ethical, legal, and social issues related to technology and are meant to promote responsible use of technology in the classroom. The indicators are the following: (1) Model and teach legal and ethical practices related to technology use; (2) Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities; (3) Identify and use technology resources that affirm diversity; (4) Promote safe and healthy use of technology resources; and (5) Facilitate equitable access to technology resources for all students. (International Society for Technology in Education) In this article, the author explains the performance indicators for the use of technology in the social studies classroom to help teachers put the principles into practice. She also give examples of rules and resources for how individuals in social studies classrooms can be model citizens when using technology.
Beyond Gaming: A Technology in Early Childhood Classrooms
- Hertzog, N. & Klein, M. (2005). Beyond gaming: A technology in early childhood classrooms. Gifted Child Today. 28(3)
- Beyond Gaming A Technology Explosion in Early Childhood Classrooms.pdf
- This is a very interesting article that shows examples of how University Primary School integrates technology into early childhood classrooms. I was very impressed with the software that such young students were able to use. The article talks about students as young as 5 creating writings using programs such as Kidpix, Kidsperation, digital cameras to use with PowerPoint, and iPhoto. This is a great example of how technology can be integrated at the very youngest ages to support learning and create a 21st century classroom.
Critical Inquiry and Multiliteracies In a First-Grade Classroom
"Tomorrow Will Not Be Like Today": Literacy and Identities in a World of Multiliteracies
- Williams, B. T. (May 01, 2008). “Tomorrow Will Not be Like Today”: Literacy and Identity in a World of Multiliteracies. Journal of Adolescent & Adult Literacy, 51, 8, 682-686.
- Williams-2008-Journal_of_Adolescent_&_Adult_Literacy.pdf
- This article details the way technology has changed over the past few years and the impact these changes have on literacy and identity. The author believes that these technologies have young people reading and writing 20 times more than the past but this statistic comes with a negative impact. There are numerous ways young people's identities are being shaped or reshaped through these various technologies. Some view this shaping of identity as a good thing while others view it as a bad thing. No matter what way it is viewed, these emerging technologies change the way classrooms and literacy education should look.
Multiliteracies in the Classroom: Emerging Conceptions of First Year Teachers by Benjamin Boche from Purdue University.
- Boche, B. (2014). Multiliteracies in the classroom: Emerging conceptions of first-year teachers. Journal of Language & Literacy Education, 10, 115-135.
- Link: http://files.eric.ed.gov/fulltext/EJ1030724.pdf
- In this study Boche followed five first-year teachers who graduated from the same university through their first year of teaching in diverse placements throughout the country. Each person’s experiences with multiliteracies are explored and analyzed. The focus is on how their learning about multiliteracies during their pre-service education combined with the expectations and realities of their school placement to shape their understanding and implementation of multiliteracies in the classroom. It was most interesting how the specific school circumstances played such a big part in shaping how they implemented multiliteracies with their students. Some of the influencing factors were resources, access to technology, ability to collaborate with other teachers, and school-wide focus. All of the teachers were focused on helping their students see literacy as something other than just reading a book, and they all did their best to utilize activities and tools that would capitalize on adolescent’s natural interests and social realities.