Mary Kalantzis

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Mary Kalantzis Bill Cope
Multiliteracies Project 1994 - 2008
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Proposal Process Progress Plan
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A body of pedagogical theory
In collaboration with other practitioners
theorists
Gunther Kress Courtney Cazden Norman
Fairclough James Paul Gee Carmen Luke Allan
Luke Sarah Michaels Martin Nakata Joseph Lo
Bianco David Bond Denise Newfield Richard
Sohmer Pippa Stein
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Proposal
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Multiliteracies Project1994 to 2008
Literacy Learning the Design of Social Futures
Definition (Design) Social Context (Citizen,
Learner, Worker) Diversity Multimodality Pedagog
y
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Context
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Three things that make a difference

• Diversity - knowledge development as a process of
  belonging (the starting point of learner identity
  and subjectivity) and transformation (as the
  changes wrought on human capacity and
  subjectivity through the learning process).
• Multimodality - offer and encourage multimodal
  expressions of meaning linguistic, visual,
  audio, gestural and spatial - synaesthesia
• Pedagogy - use appropriate knowledge processes
  experiencing, conceptualising, analysing and
  applying.

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pedagogy as repertoire
a body of theory about multiliteracies and
multimodal meaning-making
a need to address student diversity lifeworlds
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Process
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Professional Practice Participatory
research Common classroom meta
language Documentation reflection Focus on
learner transformation
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INTERVENTION 1.
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diversity (Life worlds)
diversity(Gross demographics)
life experience language(s) spoken
communication styles interpersonal styles
thinking styles contacts, networks affinities
and interests orientation to the world values
frameworks political social point of view
local/regional identities employment sector
cultures family cultures
gender age rural/urban location
ethnicity indigenous/non-indigenous
educational background disability sexual
orientation socio-economic status faith
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Seven ways to address learner diversity

• Identify and define prior knowledge so learning
  is appropriate for individuals and groups
• Adopt a flexible approach to learning delivery by
  drawing on a bank of Learning Elements from
  different sources
• Use a variety of knowledge processes to bring
  diversity into the classroom and enrich student
  learning
• Apply different emphases and mixes of knowledge
  processes as appropriate to suit different
  learning orientations
• Identify and negotiate learning pathways as
  appropriate to students interests and
  dispositions
• Change direction of the knowledge flows toward a
  more active view of learning learning-as-engagem
  ent
• Change the balance of command and responsibility
  allow learners to take more control.

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INTERVENTION 2.
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privileging the alphabet
starting at school .
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the visual more linguistic?
writing or talking ?
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At Home - Changing Behaviors Expectations
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Having Fun
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Multimodality
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writing (representing meaning to another) and
reading (representing meaning to
oneself)handwriting, the printed page, the
screen.
Written Language
Oral Language
live or recorded speech (representing meaning to
another) listening (representing meaning to
oneself).
still or moving image, sculpture, craft
(representing meaning to another) view, vista,
scene, perspective (representing meaning to
oneself).
Visual Representation
music, ambient sounds, noises, alerts
(representing meaning to another) hearing,
listening (representing meaning to oneself).
Audio Representation
touch, smell and taste, kinaesthesia, physical
contact, skin sensations, grasp, manipulable
objects, artefacts
Tactile Representation
movements of the hands and arms, expressions of
the face, eye movements and gaze, demeanours of
the body, gait, clothing and fashion, hair style,
dance - feelings and emotions.
Gestural Representation
proximity, spacing, layout, interpersonal
distance, territoriality, architecture/building,
streetscape, cityscape, landscape.
Spatial Representation
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Parallelism
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action expressed by verbs in sentences may be
expressed by vectors in images. locative
prepositions in language are like foregrounding
or backgrounding in images. comparatives in
language are like sizing and placement in images.
the given and the new of English clause
structures are like left/right placement in
images (in the cultures of left to right,
viewing, at least), and the real/ideal in
language is like top/down placement in images
Disjunctions
the movie can never be the same as the novel.
the image can never do the same thing as the
description of a scene in language.
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Paradox/Challenge
This paradoxical mix of parallelism and
disjuncture between modalities is what makes
addressing multimodality integral to the pedagogy
of Multiliteracies
scope of literacy' learning assessment
engagement learner preferences for meaning
making
preparation for real world of performance
effective code recognition interdisciplinary
competence standards
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Some More Disjunctures
Multimodality reducing the elementary modular
unit from the character to the pixel, and also
making sound of the same stuff and shift from
phonology to graphology Polylingualism
Unicode, machine translation, accessibility for
small languages and cultures Arbitrariness of
natural language e.g. speaking ATM, reading
instruction manuals Diverging discourse
communities and social languages
profession-speak, peer-speak, diaspora-speak,
fad-speak, affinity-speak Modes of access
personal preferences disabilities become
abilities A shift in the balance of agency
more on this
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From the Transmitted Voice of the Author to the
Social Webauras of the familiar, but deep
shifts in the balance
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Synaesthesia
intrinsic multimodality ordinary, bodily
realities layering meanings, paths to
literacy communications today
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Changing Ecologies of Knowledge and Cultural
Creation
Changing the direction of knowledge/culture flows
and what will this mean for the traditional
media? for teachers and learners? for the social
ecologies of knowledge validation? Shifting the
balance of agency when readers and viewers
become users when readers talk back and become
authors themselves when the reader becomes a
co-constructors of meaning to an even greater
extent than anticipated by Barthes and Eco. This
is a cultural move, and look, now we have some
technology to help us do it. Heeding the
wisdom of the crowd e.g. Googles backward
linking, social bookmarking - but when is this
unhelpful populism, mob rule, or the wisdom of
the sponsored link?
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INTERVENTION 3.
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The How of Multiliteracies Recruiting Four
Pedagogical Traditions
Situated PracticeProgressive Pedagogy,
building on students various interests,
experiences knowledge Overt InstructionTraditi
onal Pedagogy, explicitly uncovering the
underlying patterns in meaning and
communication. Critical FramingCritical
Pedagogy, exploring interest and subjectivity.
What communication is for? Transformed
PracticeApplied Learning, create real world
meanings, apply understandings to a new context.
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end
The knowledge processes
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The knowledge processes of learning-by-design
learning by experiencing the known - bring in,
show or talk about something/somewhere familiar
or easy - listen, view, watch, visit. the new
- introduce something less familiar, but which
makes at least some sense just by immersion -
listening, watching, viewing, visiting etc.


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The knowledge processes of learning-by-design
learning by conceptualising by naming - define
terms, make a glossary, label a diagram, sort or
categorise like and unlike things. with theory
- draw a diagram, make a concept map, or write a
summary, theory or formula which puts the
concepts together.


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The knowledge processes of learning-by-design
learning by analysing functionally - write an
explanation, create a flow diagram, draw a
technical diagram, create a storyboard, make a
model. critically identify gaps and silences,
analyse purposes (what a piece of knowledge is
for), predict and discuss consequences, hold a
debate, write a review.


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The knowledge processes of learning-by-design
learning by applying appropriately - write,
draw, act out in the correct way, solve a
problem. creatively - use the knowledge you have
learnt in an innovative way, take an intellectual
risk, apply knowledge to a different setting,
suggest a new problem, translate knowledge into a
different mix of modes of meaning.



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So
how is all this
tied together?
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Progress
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Pedagogy matters
McBer, 2000. Teaching skills, professional
characteristics and classroom climate will
predict well over 30 of the variance in pupil
progress. 2000Darling-Hammond, 2000 - Teacher
qualifications and expertise accounts for 40 -
60 of variance in reading and maths.Wenglinsky
2002. Teacher quality at least equal to effect of
students background for maths.Hattie, 2000.
Variance for social and academic outcomes - 30
teacher, 50 student 5 10 home school
including principalAlton Lee, 2003. Variance in
student performance, 59 differences between
teachers and classes 21 school level
variablesRow, 2003. Quality of teaching and
learning provision are by far the most salient
influences on students cognitive, affective, and
behavioral outcomes of schooling 30 - 60
regardless of their gender or backgrounds.
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Expertise matters
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Learning is life long life wide
Learning opportunities should be available to
all citizens on an ongoing basis. In practice
this should mean that citizens each have
individual learning pathways, suitable to their
needs and interests at all stages of their lives.
The content of learning, the way learning is
accessed, and where it takes place may vary
depending on the learner and their learning
requirements. EU Commission, EUROPA 2.10 2003
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Generation M

• US report has key findings from a representative
  sample of 8 to 18 year olds across computer and
  media use. 
• Young people today spend an average of nearly 6
  1/2 hours a day with media
• - an average of nearly 4 hours watching TV and
  videos
• - over 1 1/2 hours listening to music
• over 1 hour per day on the computer outside of
  school
• and just under 1hour playing video games. 
• In a typical day, 8 to 18 year olds
• 81 watch TV,
• 54 use a computer,
• 46 read a book

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21st century Skills Sensibilities
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Brussels 2007
UK 2003
USA 2002
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Plan
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Learning by Design Aims

• Identifying, documenting and evaluating the
  pedagogies selected and used by teachers in their
  classroom practices
• Analysing the extent to which pedagogical choices
  are inclusive of the diverse learning needs
• Identifying and evaluating how teachers make
• pedagogical choices.
• Identifying, and evaluating the means used by
  teachers to capture, document and share their
  expertise
• Building the professional capacity through a
  process of engagement and reflection-in-action.

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Research questions

• Can there be an exchange of knowledge and
  expertise between teachers?
• Can professional knowledge be made explicit, and
  to what ends?
• Can a pedagogical framework be designed
• How can planning and documenting processes be
  improved so that pedagogical choices that are
  mindful, premeditated and context appropriate?
• To what extent can information technologies be
  harnessed to support pedagogically sound, context
  appropriate and engaging teaching practices?

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Co research Data collection producing evidence
of experiences
STAGE 1. Documenting professional influences and
contextual settings Documenting current planning
practices
STAGE 2 Observing, reflecting upon and
documenting the use of the Multiliteracies
Theory, L-by-D framework and pedagogical
planning tools.
STAGE 3 Tracking and documenting the use of the
LbD frameworks impact on the transformation of
professional practice and learner outcomes.
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Teacher-as-designer
What happens when the teacher (learners and
communities) produce rather than consume
knowledge?
How will teachers cope with the movement from
private to public practice?
How will quality of the published work be ensured?
Just because teachers can author, publish and
share their teaching practice will others use
these resources?
Why should teachers want to be authors as well as
teachers?
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Learning by design Co creation and Documentation

• The whole school learning community documents
• prospectuses, program outlines, strategic plans,
  policies, management documents
• The curriculum learning elements and learning
  frameworks
• documenting pedagogy coherent units of work or
  Learning Elements
• curriculum outlines Learning Frameworks which
  link Learning Elements
• The classroom
• interactions around curriculum contents working
  with Learning Elements and Learning Sources
• publishing teacher student work

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knowledge domain subject or discipline scope of
learning competence goal topic or
theme learning level the target level of learne
prior knowledge what learners already know, or
are expected to know to perform
experiencing known new analysing functionally
critically conceptualising naming
theorising applying appropriately creatively
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mindful premeditated reflective
designs-for-learning
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Slide 62
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Research Findings (1) Anne Cloonan, Victoria

The drafting (and re-drafting) of learning
activities was not a simple case of planning a
unit of work. ..prompted to consider aspects
of pedagogy in a new light. I had a sense of
being involved in a number of dimensions of
professional learning simultaneously a kind of
juggling act where I was trying to keep a number
of balls aloft.
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Teaching Points - Modes Multimodality
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Research Findings (2) Rita van Haren, Canberra
I became explicit about the diversity of my
classroom and how inclusive learning might be.
.technology become the tool rather than the
content of learning. strong sense of
ownership and felt that placed alongside other
professions like medicine, dentistry, engineering
and law
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Student comment
Popular CultureIm not entirely sure. Its just
so vast. The way that even within cultures, it
is different. Like all over the world there are
different groups. Youve got people who like
sport, people who like their music you have
people who work on computer stuff. Youve got
many different areas. Sort of like when you look
at it like that, its difficult to see how
people are sort of prejudiced against different
cultures when you might not know that they
could be interested in the same popular culture
thing, in the same category as you are. Its
just the way the world is.
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Research Findings (2) Mary Neville, Brisbane,
2006
Conditions for effective teaching learning
Existence of deep field specific literacy
knowledge. Dedicated time for professional
learning and a willingness to engage with
research breakthroughs and new knowledge. select
from, and document explicitly, a broad range of
knowledge processes shift from experiential
learning to conceptual and analytical
processes. Capacity to enable a production
house classroom environment. collaborative
approach to designing learning engaging
learners.
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the learning-by-design project
pedagogy - the knowledge processes
experiencing
applying
multiliteracies
conceptualising
analysing
teacher-as-designer
multimodalities
Learning Element
diversity
inclusivity
learning as transformation
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New learning
Create environments characterised by lateral
communications and peer-to-peer
engagementlearning will occur in collaborations
between learners and teachers, and learners and
each other Use multiple modes of
meaning-makinglinguistic, visual, audio, spatial
and gestural, employing a variety of new media
and information technologies Learning will be
premised on teacher-recognized and -acknowledged
classroom diversity where learner dispositions,
sensibilities and needs are differentiated and
learning strategies and tactics are customised
Teachers will both draw on and deposit banks of
shared learning content and students will explore
this content via a variety of learning
pathway Knowledge will flow not from
state-inscribed syllabus-to-textbook-to-test but
rather via teachers-as-designers of rich learning
experiences wherein schools and school
communities become active producers and sharers
of knowledge, augmenting and enriching the lives
of students
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Not the end