Remixing Multiliteracies
Theory and Practice from New London to New Times
Nonfiction, Reference & Language, Language Arts, Literacy, Education & Teaching, Teaching, Teaching Methods
| Author: | ISBN: | 9780807776148 | |
| Publisher: | Teachers College Press | Publication: | December 15, 2009 |
| Imprint: | Language: | English |
| Author: | |
| ISBN: | 9780807776148 |
| Publisher: | Teachers College Press |
| Publication: | December 15, 2009 |
| Imprint: | |
| Language: | English |
Bringing together renowned scholars in literacy education, this volume offers the first comprehensive account of the evolution and future of multiliteracies pedagogy. This groundbreaking collection examines the rich contributions of the New London Group (NLG)—an international gathering of noted scholars who met in 1996 and influenced the direction of literacy scholarship for decades to come. With a focus on design and multimodality as key concerns in literacy pedagogy, these ideas have become even more salient as literacy has become intertwined with digital technologies. The essays in this book not only provide an overview of the fundamental ideas of NLG and their importance across literacy, communications, and media studies, but also explore how these concepts have been adapted by today’s educators to better prepare students for a rapidly changing, globalized world.
Contributors include Bill Cope, James Paul Gee, Carey Jewitt, Mary Kalantzis, Gunther Kress, Mary B. McVee, Sarah Michaels, Rebecca Rogers, Jennifer Rowsell, and Karen E. Wohlwend.
“I’ve read a lot about the importance of new literacies, digital literacies, and multi-literacies—and now there is finally a book that moves this whole cluster into the world of curriculum and pedagogy! Bravo!”
—P. David Pearson, University of California, Berkeley
“This book warrants deep engagement by teachers, teacher educators, researchers, and all who are concerned with schooling and social justice in the ever-changing world of the 21st century.”
—Len Unsworth, Learning Sciences Institute Australia
“This collection showcases authors at the leading edge of multiliteracies research and scholarship. It provides a fascinating and accessible state-of-the art assessment of a major approach to understanding literacy practices in the digital era.”
—Michele Knobel, Montclair State University
Bringing together renowned scholars in literacy education, this volume offers the first comprehensive account of the evolution and future of multiliteracies pedagogy. This groundbreaking collection examines the rich contributions of the New London Group (NLG)—an international gathering of noted scholars who met in 1996 and influenced the direction of literacy scholarship for decades to come. With a focus on design and multimodality as key concerns in literacy pedagogy, these ideas have become even more salient as literacy has become intertwined with digital technologies. The essays in this book not only provide an overview of the fundamental ideas of NLG and their importance across literacy, communications, and media studies, but also explore how these concepts have been adapted by today’s educators to better prepare students for a rapidly changing, globalized world.
Contributors include Bill Cope, James Paul Gee, Carey Jewitt, Mary Kalantzis, Gunther Kress, Mary B. McVee, Sarah Michaels, Rebecca Rogers, Jennifer Rowsell, and Karen E. Wohlwend.
“I’ve read a lot about the importance of new literacies, digital literacies, and multi-literacies—and now there is finally a book that moves this whole cluster into the world of curriculum and pedagogy! Bravo!”
—P. David Pearson, University of California, Berkeley
“This book warrants deep engagement by teachers, teacher educators, researchers, and all who are concerned with schooling and social justice in the ever-changing world of the 21st century.”
—Len Unsworth, Learning Sciences Institute Australia
“This collection showcases authors at the leading edge of multiliteracies research and scholarship. It provides a fascinating and accessible state-of-the art assessment of a major approach to understanding literacy practices in the digital era.”
—Michele Knobel, Montclair State University
