Literacy Curriculum & Pedagogy

Module 5Facilitators: Wendy Louwerse

Imran HasanMary Mitches

Wordle Summaries

• For our reflections, we used a program called Wordle which takes any given text and the word clouds give greater prominence to words that appear more frequently in the source text. We made 3 different wordles for each of the three discussions by taking all the text collected in each of the 3 discussion forums.

Most Common Words from Discussion 1

Wordle SummaryNot surprisingly given the question we were exploring, the term ‘Knowledge’ was most frequently used word.

What is encouraging to see is that ‘students’ was our second most frequent word and suggests that students and even more particularly, students knowledge was the focus of our discussions.

Interestingly many words you would expect to be prominent, such as collaboration, cognition, video game, that are either very small or non-existent.

01/04/15

Question 1In relation to the Gee (2009) article, Professor Kim asked us to consider: What knowledge has been considered important, and how has this shaped the multimiliteracies pedagogies that we have discussed?

Professor Kim also recommended the two videos to expand our thinkingReading Response: Multimedia and Multiliteracies in the Composition Classroom https://www.youtube.com/watch?v=c4zSDOQ9mVY

Kalantzis and Cope’s videos http://newlearningonline.com/multiliteracies/videos

Interdisciplinary Thinking & ProAms• Xiaojun started us off by emphasizing that in order to teach “substantial and

authentic stuff” (Kong, 2014) teachers need to “…develop interdisciplinary thinking pattern and constantly improve their knowledge structure” (Kong, 2014).

• Chris reminded us that “Meaningful experiences must compliment all reading in order to generate conversation” and emphasized that these experiences must begin at home (Bonnici, 2014)

• Kara wondered if the concept of Pro-Ams is contradictory to interdisciplinary knowledge and asked if it is better to have interdisciplinary knowledge or to be an expert.

• The point was made that concept of the ProAm focusing on a particular area is somewhat contrary to “shared, collaborative, social and cultural” (Gee, 2009, p. 32) experiences.

Interdisciplinary Thinking & ProAms• Xiaojun emphasized that “In order to adapt to changing needs teachers must: use

multimodal thinking to implement different student positioning” (Kong, 2014) and made the connection to the marketing concept of ‘different brand positioning’.

• Both teachers and students need to be comfortable ‘Upskilling’ (Kalantzis & Cope, 2008) which is the continuous change that is facilitated/forced by new technologies.

• The point was made that concept of the ProAm focusing on a particular area is somewhat contrary to “shared, collaborative, social and cultural” (Gee, 2009, p. 32) experiences

• Xiaojun made the point that in order to go broader we need to go deeper

• To teach in an interdisciplinary manner may require teachers to change their pedagogy in a way that may challenge their core beliefs and the change has to be continuous.

The Changing Face of Knowledge• Referencing the Reading Response video, Chris pointed out that tasks and

demands placed upon society years ago no longer apply to the vast majority of students and called for an alignment of pedagogical practices and engaging curriculum.

• The point was made that collaboration and interpersonal contact may be enough to prohibit some individuals from participating fully in multiliteracy activities.

• In response, Mary shared a video of Shanker’s research on mental health in young children and building http://www.mehri.ca/News.html

• Kalantzis & Cope (2009) remind us that “technology is now very much a relationship between tools and knowledge of these tools in people’s heads” (p. 200)

• Jillian cautioned against the over-use or improper use of technology in the classroom.

• The importance of finding balance was recognized.

Situated understanding & Game Based Learning

• Kara pointed out that situated understanding is also important and suggested “Teaching the ability to utilize knowledge in this way creates a more well-rounded learner, a problem solver, a change-maker.

• The distinction between ‘game-based’ and ‘game-like’ learning was made and it was suggested that we need to apply the concepts and theories from video games to our instruction.

• Xiaojun gave some examples of game-based learning in universities in China

• Marieke emphasized the benefits of gaming such as increased perseverance, risk-taking, attention to detail and problem solving.

Equal Opportunities• Mason shared an excellent website and blog to extend our thinking

(www.jamespaulgee.com)

• Citing the 21 Foundations Documentary, Mason pointed out “we are teaching children what to learn, not how to learn” (Newell, 2012).

• Mason reminds us “What we have to understand in order to be multiliteracies educators is how we take in knowledge and develop understanding” and “how we cultivate learning based on prior knowledge and experiences.

• For those students coming to school with limited experience, Gee (2009) challenges educators to get the students caught up quickly. This opened a conversation about the disconnect between was is revealed as best practice in the research and the application of these practices in the regular classroom.

A Global perspective• Carla emphasized the globalization of education and

pointed out that “The increasing diversity of backgrounds, cultures, languages, and interests permeate classrooms nowadays and are even more prominent with the influence of technologies and its capacity to create meaning in multimodal ways” (Coelho, 2014)

• Chris made the point that faculty programs need to support teacher candidates in effective use of technology.

• Echo explored the importance of making a connection in order to understand and apply a word in usage.

Game-like Learning• Mi Song shared the book “How People Learn” as well as

an excellent video with Gee focusing on game-like learning and asked:

“In what ways can educators promote ‘game-like learning’ (p. 31) using digital medium?

(This question was addressed in the discussions in several threads.)

Situated Sociocultural Cognition• Using the example of how different people from different cultures

understand the term “Wedding” Echo deftly exposed how our situated sociocultural cognition and experience might vary from someone else’s interpretation of the word.

• Building on Echo’s comments, Barbi pointed out that “we would need to ensure that the resources we use are culturally inclusive and can be related to by all students” (Gardin, 2014).

• Xiajun added that an Ideological model is a counterpoise to an autonomous model, but not a substitute (Kong, 2014).

Emphasizing Diversity• Barbi emphasized the importance with ensuring students have access to a

wide range of diverse resources for the development of ‘portfolio people’.

• Barbi also reminds us that “…once we have formed meaning, we still need to convey our understanding with reification” (Gardin, 2014).

• Erin made the connection to reading a manual and reminded us of Gee’s (2009) comment that “…school is often too much about reading the manual before you get to play the game” (p. 31).

• Marieke emphasized the benefit of having a ‘guide-on-the-side to support learning and Barbi also emphasized the benefits of peer-tutoring.

Learning to Learn• In examining the role of video games in learning, Erin indicates that

when students are connected and interested in their learning they can see how their knowledge is applied.

• Jillian suggested there should be some balance between knowledge standards and students’ passions.

• It was pointed out that students don’t need to learn to use technology so much as they need to learn how use technology to learn.

Moving too fast? Forgetting the Past?• Due to the rapid developments in technology, Jillian encourages us to be

selective in the choice of technologies used in the classroom.

• Jillian also emphasized the importance of understanding the past as well as moving forward.

• Heather made the point about expanding one’s repertoire rather than eliminating the past.

• Mason suggested prioritizing what is important for student success. • Jillian reminded us to consider the broader definition of technology.

• Chris emphasized the importance of balance.

• The point was made that students need to apply their knowledge in diverse settings or ‘the new basics’ (Kalantzis & Cope, 2008, p. 203).

Standardized English, Globalization• Heather raised the concern about what multiliteracies means for ESL

students, but found an answer in the concept of expanding repertoire (Kalantzis & Cope video).

• Heather also makes the point that factory life has moved off-shore and described the economic depravity, work conditions and environmental inequity in countries where much of the factories are now located.

• It was pointed out that with the new capitalism it is often forgotten that not all of our students are destined for university or even post-secondary education.

Question 1 References• Our Shared References – Question 1• 21 Foundation. 21:21 - Aligning 21st Century Learning with 21st Century Learners. Retrieved from https://www.youtube.com/watch?v=94GFQHxoDoU• Ackerman, P.L. & Lohman, D.F. (2006). Individual differences in cognitive functioning (pp. 139-161). In P.A. Alexander & P.H. Winne (Eds.), Handbook

of educational psychology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.• Baek, Y., Jung, J., & Bokyeong, K. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation technology

with a Korean sample. Computers & Education, 50, pp.224-234.• Beard, J.P. Reading Response: Multimedia and Multiliteracies in the Composition Classroom. Retrieved from https://www.youtube.com/watch?

v=c4zSDOQ9mVY• Biswas, S. (2014). How To Teach Multiliteracies? Washington: Washington State University.• Gee, J. P. (2009). A Situated Sociocultural Approach to Literacy and Technology. Phoenix: Arizona State University.• Bransford, J., Brown, A. & Cocking, R. (Eds.) How People Learn: Brain, Mind, Experience and School. Retrieved from:

http://www.colorado.edu/MCDB/LearningBiology/readings/How-people-learn.pdf). • Das, Pharmacist., Dewhurst, Yvonne. and Gray, Donald. (2011). A Teacher's Repertoire: Developing Creative Pedagogies. International Journal of

Education & the Arts. 12(15).• Efe, H., Demiröz, H., Akdemir, A.S. (2011). A situated learning practice for language teaching classes: teaching spoken English with authentic sketches.

Paper presented at 1st International Conference on Foreign Language Teaching and Applied Linguistics, International Burch University, Sarajevo• Fisher, D. & Frey, N. (2010). Preparing students for Mastery of 21st Century Skills. In Bellanca, J. & Brandt, R. (2010) 21st century skills, p. 220-240.

Bloomington, IN: Solution Tree Press.Galda, L., Liang, L.A. (2003). Literature as experience or looking for facts: stance in the classroom. Reading Research Quarterly, 38(2), pp.268-275.

• Gee, J. P. (2014). James Paul Gee. http://www.jamespaulgee.com/• Gee, J.(2012). Teaching and Learning Keynote. Retrieved from:

http://teachingcommons.depaul.edu/Videos/events/jamespaulgee_gamedesign_learning.html• Gee, James. Paul. (2009). A situated sociocultural approach to literacy and technology. The New Literacies: Multiple Perspectives on Research and

Practice. (Chapter 8) New York: The Guilford Press.• Gee, James. Paul. (2003). Learning Principles 17. Drawn from What Video Games Have to Teach Us about Learning and Literacy, Palgrave Macmillan:

New York. http://mason.gmu.edu/~lsmithg/jamespaulgee2print.html• Gee, J. P. (2000). New people in new worlds: Networks, the new capitalism and schools. In B. Cope and M.• Gladwell, M. (2008). Outliers. New York, NY: Hachette Book Group.• •

Question 1 References Continued• Hagood, M.C. (2003). New media and online literacies: no age left behind. Reading research quarterly, 38(3), pp.386-413. • Jackson, J. (2009). Game-based teaching: what educators can learn from video games. Teaching Education, 20(3), p. 291-304.• Kalantzis and Cope's videos http://newlearningonline.com/multiliteracies/videos• Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 43-68). London, UK: Routledge.• Kalantzis, M., & Cope, B. (2008). Language education and multiliteracies. In S. Mary and N. H. Hornberger (Eds). Encyclopedia of language and

education (pp. 195-211). New York, NY: Springer.• Kelly, J. L. (2006). The lost art of cursive writing: The impact of state standards on curriculum decision-making. ProQuest, UMI Dissertations

Publishing).• Klopfer, E., Osterweil, S., and Salen, K (2009). Moving Learning Games Forward. Educational Arcade. Massachusetts, United States of America,

Massachusetts Institute of Technology: 58.• Ma Will W.K., Yuen, Allan H.K., Park, Jae., Lau, Wilfred W.F. and Deng, Liping(eds). (2014). New Media, Knowledge Practices and Multiliteracies.

Springer Science Business Media Singapore.• MacKay, Tim. (2007). Gee's Theory of D/discourse and ESL Research in Teaching English as a Second Language: Implications for the

Mainstream.University of Manitoba.• New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.• Newell, P. (Director). (2012). 21:21 - Aligning 21st Century Learning with 21st Century Learners [Motion Picture].• Portelli, J. P. & Solomon, R. P. (2001). Introduction. The erosion of democracy in education: From critique to possibilities. (pp. 15-21) Calgary: Detselig.• Reading Response: Multimedia and Multiliteracies in the Composition Classroom https://www.youtube.com/watch?v=c4zSDOQ9mVY• Rice, M. (2014). ETHICAL CHALLENGES OF STUDYING ONLINE LEARNING CURRICULUM. Curriculum and Teaching Dialogue, 16(1/2),

131A.Roumeliotis, I. (2012) Can autistic kids be helped by a play-based program? CBC News: The National, York University's Milton & Ethel Harris Research Initiative (MEHRI) (Aired on CBC) Retrieved from You Tube http://www.youtube.com/watch?feature=player_detailpage&v=D2MZw7Ugccw

• Shanker, S. http://www.mehri.ca/News.html• Shanker, S. http://www.youtube.com/watch?v=D2MZw7Ugccw&feature=youtu.be• Smeaton, D. (n.d.). “Minecraft as a Teaching Tool - A statistical study of Teacher’s experience Using Minecraft in a Classroom”.• Street, Brian. (2003). What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice. Current issues in comparative

education, 5(2), 77–91.• The New London Group (Cazden, Courtney, Bill Cope, Mary Kalantzis et al.). (1996). 'A Pedagogy of Multiliteracies: Designing Social Futures', Harvard

Educational Review, Vol.66, No.1, pp.60-92.• Winston, S. The appeal(s) of character education in threatening times: caring and critical democratic responses. Comparative Education, 44(3), pp.305-

316.

Most Common words from Discussion 2

Wordle SummaryThrough our discussions, reflections and debates in question 2 some things stand out. Our Students come first, which harkens back to our beginning days together where we explored our hopes for this course. Our knowledge regarding Literacy is evolving as we have come to understand and see literacy as Social & Cultural. An Ideological Model of Multimodality is imperative to Empower and engage our students in a new and Different future of education and Learning, where Technology is our Children’s world.

Question 2• Towards an ideological model of multimodality rather

than the autonomous model of multimodality and mode determinism (Rowsell, Kress, & Street, 2013), how would this ideological model of multimodality come into play with learner empowerment advocated by the following video. •21:21 - Aligning 21st Century Learning with 21st Century Learners https://www.youtube.com/watch?v=94GFQHxoDoU

What We Learned • Recognition that students bring experiences and skills to the classroom, and

it prepares them for making connections with new learning and what they already have learned. Again, this is related to a sense of empowerment-Beverley

• Through the three optics, we understand that, literacy is a social practice, and that visuals, oral stories, and all other modes hold just as strong determinisms as written word, if not stronger in some contexts-Mason

• Digital technology is the world of children and youth, so parents need to make an effort to become part of this world in a positive way and not abdicate their responsibilities as parents

• The world is changing and we don’t know what exactly our students will face but when students are invested in their learning and in the future they become more empowered-Kara

• Must keep in mind Gee’s (2000) passionate call to tell the truth “children (minority and poor) need more than just better schools than they currently have. They need even better schools than the schools we typically give to the elites, who, after all, have experiences outside school that compensate for what are often, in fact , mediocre schools”

• We need to stop considering that there is such a great gap between autonomous (“the age of literacy”) and ideological literacy models, (“the new age of visual”).Different modes will be enacted according to various social features and culture, not according to the different modes themselves-Beverley

• Modes like the video game and visual culture (tattoos) (Rowsell et al. 2013) that may not be seen as proper forms of literacy, definitely have a lot of offer-Barbi

• Visual interpretations are under-represented in the literature

• Learners are empowered because they are taught “what to learn, not how to learn.” (Newell, 2012). With autonomous multimodality, these ideas are not social and fluid like in the ideological version.

• 90% of what educators teach is not significant- in the traditional, industrial school model

• Important for parents to play a role in empowered learning. Parents are the primary educators, and the learning opportunities that they offer their children outside of school are equally, if not more important than the learning taking place inside school

• Student learning should look more like "play," and that students need to feel comfortable taking risks without worrying about making mistakes

• Introducing adults to the ideological approach is equally as important as it is for children as it helps them to gain a more well-rounded understanding enhancing their ability to apply what they have learned to the real world-Kara

• The learner is the “sign maker” and he/she produces meaning in different modes according to his/her “interest” and “ethnography”

• Inquiry is about thinking to make meaning. We ask questions, we wonder, we plan, we analyze, we create, and we reflect" while exploring the unknown world. Inquiry based learning allow students to "take ownership" of their learning therefore they are highly motivated and actively develop learning skills like researching, critical thinking and accommodating themselves to change-Xiaojun

•  Students in the video are passionate and confident about presenting their work to others. Being teachers of a certain field which they have conducted a lot of research deepens their understanding and helps them accomplish knowledge internalization

• Learning is not only about academics and teachers are not the only ones accountable for education-Xiaojun

• The modern student requires a transformation in education in order to optimally service the student in preparation for a future that has yet to be defined. It is imperative that educators redefine pedagogical practices, in light of technological advances and cultural experiences-Christopher

Why is this Learning Valuable?• Providing students an opportunity to decide facets of their learning can enhance

impact and interest-Jillian

• Student choice, use of MM's, there is universal design and inconspicuous differentiation (students with IEPs are not singled out and can participate in areas of interest at their own comfort level or can challenge themselves when they feel ready; likewise, there are options for gifted too

• To realize there should be a balance between the two models (autonomous and ideological models), we can benefit from both models and that we should not discard one for the other.-Heather

• While technology is a useful tool to integrate into lessons, too often teachers just incorporate it either because they should, or to keep a group busy whilst working with a small group

• Taking into consideration that every kid has different interests, previous knowledge, ways to learn and work, teachers let them work with a variety of materials that enhance their engagement with the project and explore their capabilities and creativity.-Carla

• Kids can be designers of their future and their present, constructing their identity, exploring their own ideas and show them to the world

• Inquiry based learning projects like the ones in the 21 foundation’s documentary teach children how to learn, communicate, collaborate, question, present, challenge, research, and wonder; all skills that our students will need to feel empowered as we preparethem for a future that is unknown.-Erin

• Using the digital tools in the classroom becomes very essential since students are using digital devices on a daily basis giving them the opportunity to multi task. Using these devices, they can text, play games and answer their phone at the same time. Using these tools in the classrooms now is mandatory which motivates students to be more involved in the learning process-Noha

Application to Professional Practice• Technology is here to stay and that we as educators need to incorporate it

into the classroom for the sake of our students, as they will be dealing with it for the rest of their lives.

• Allowing students a chance to participate and plan their learning instead of the teacher forcing everything on them is extremely beneficial

• Adult learners may benefit from a more autonomous approach based on their experiences but they still can benefit and learn from and ideological model and we should not discard one for the other.

• We must make sure that we are planning lessons and choosing resources that will help our students to shape personal and relevant meaning in relation to different topics without relying exclusively on any one mode to do that work for us

• We should integrate those digital tools into classroom to make a more active

and creative learning environment

• Modern education must manufacture a curriculum that compliments the technological change with a change in cultural experience

Question 2 References• Adventures in Sex City. Retrieved November 10,2014 from: https://www.healthunit.com/games-quizzes-and-downloads

• Dakin, P. (2014). “Rewiring Kid’s Brains. CBC. Retrieved from http://www.cbc.ca/windsormorning/episodes/2014/02/24/rewiring-kids-brains/

• Gee, J. P. (2010). A situated sociocultural approach to literacy and technology. In E. A.

• Baker (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 165-

• 193). New York, NY: Guilford

• Gee, J. P. (2000). New people in new worlds: Networks, the new capitalism and schools. Moje, E., & Luke, A. (2009). Literacy & identity: Examining the metaphors in history and

• contemporary research. Reading Research Quarterly, 44(4), 415-437.

• What Video Games Have to .Teach Us About Learning and Literacy by James Paul Gee (Palgrave Macmillan, 175 Fifth Ave., New York, NY 10010; 256 pp. (Book). Review from: Education Week, 02774232, 11/19/2003, Vol. 23, Issue 12

• Grabinger, S., Dunlap, J. C., & Duffield, J. A. (2011; 1997). Rich environments for active learning in action: Problem-based learning. Research in Learning Technology, 5(2) doi:10.3402/rlt.v5i2.10558

• Jamaludin, A., Kim, M.S., Hung W.L. (2011). Unpacking self and socio dialectics within learners’ interactive play. Computers & Education 59(pp. 1009-1020)

• Kalantzis, M., & Cope, B. (2008). Language education and multiliteracies. In S. Mary and N. H. Hornberger (Eds). Encyclopedia of language and education (pp. 195-211). New

• York, NY: Springer.

• Larson, Joanne. (1996). Challenge Autonomous Models of Literacy: Street's Call to Action. Linguistics and Inspiring Education. 2:26 – We Are Inspiring Education. Retrieved from https://www.youtube.com/watch?v=qif1fjeZsOw

• Lajoie, S. P. (1993). Computer environments as cognitive tools for enhancing learning. In S. P. Lajoie and S. J. Derry (Eds.), Computers as Cognitive Tools (pp.261-288). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

• Moje, E., & Luke, A. (2009). Literacy & identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415-437

• Mucherah, W.M. (2003). The influence of technology on the classroom climate of social studies classrooms: a multidimensional approach. Learning Environments Research, 6, pp.37-57.

• Malaguzzi, L (1993) Your Image of the Child: Where Teaching Begins, The North American Reggio Alliance. Retrived from http://reggioalliance.org/, http://www.reggioalliance.org/downloads/malaguzzi%3Accie%3A1994.pdf

• McGonigal, J. The Game that can give you 10 extra years of life. TED Talks. Retrieved from http://www.youtube.com/watch?v=lfBpsV1Hwqs

• McGonigal, J. The Game that can give you 10 extra years of life. TED Talks. Retrieved from http://www.youtube.com/watch?v=lfBpsV1Hwqs

• McKnight, K. Engaging All Learners in Reading and Writing for the 21st Century. Retrieved from http://www.katherinemcknight.com/blog.html

• Newell, Hesko, Adelsboell, Zimardo, Fradale Jeyachandran Reynolds and Holm. (2012). 21:21 - Aligning 21st Century Learning with 21st Century Learners https://www.youtube.com/watch?v=94GFQHxoDoU

• Ontario Ministry of Education. For the love of Learning. Retrieved from: http://www.edu.gov.on.ca/eng/general/abcs/rcom/full/volume1/chapter5.html

• Ontario Ministry of Education. Capacity Building Series K-12 (May 2013) Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

• Perry, P., & Cicciarella S. (2007). Senior High Choirs: The Selection of Choral Repertoire by High School Choral Directors: Part I. The Choral Journal, 47(9), 57-58

• Rice, M. (2014). ETHICAL CHALLENGES OF STUDYING ONLINE LEARNING CURRICULUM. Curriculum and Teaching Dialogue, 16(1/2), 131A. Willingham, D.T. Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? LD Online. Retrieved from http://www.ldonline.org/article/12446/

• Robinson, K. RSA Animate - Changing Education Paradigms - YouTube." 2010. 29 Sep. 2014 Retrieved from <http://www.youtube.com/watch?v=zDZFcDGpL4U

• Rowsell, J., Kress, G., & Street, B. V. (2013). Visual optics: interpreting body art, three ways. Visual Communication, 12(1), 97–12221:21 - Aligning 21st Century Learning with 21st Century Learners https://www.youtube.com/watch?v=94GFQHxoDoU

• Street, B.V. (2003). What's "new" in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5, 77-91

• SuperBetter. Retrieved from https://www.superbetter.com

• The Art of Teaching Adults: How to Become and Exceptional Instructor and Facilitator. Reproduced for classroom use from: The Art of teaching Adults by Peter Renner .copyright 2005 PFR Training Associates Ltd. Vancouver, B.C., Canada

• The North American Reggio Alliance. Retrieved from http://reggioalliance.org/narea/

Most Common Words from Discussion 3

Wordle Summary

In the wordle for Discussion 3, we see the particpants used the words "social, different,' 'understand, and 'tattoos" most often, followed by the words, "situated, identity and literacy."Together you demonstarted that Gee's situated Socio-cultural approach in relation to visual literacy is based on a situated social context, helping to create meaning, construct identity based on our experiences and understanding.

Question 3

• In what ways does Gee’s (2009) situated-sociocultural approach enhance the three optics that Rowsell, Kress, and Street (2013) argued in order to understand Jade’s tattoo as a kind of literacy in terms of combining MM and NLS?

What we Learned • Situated Congntion Studies argues that thinking is a shared

experience where people communicate with others to make meaning.

• Using Gee's situated socio-cultural approach, visual knowledge and literacy is combined with other meaning making modes from various historical and cultural backgrounds to better understand hidden meanings such as in tattoos

• Knowledge acquisition is a collaborative experience in different socio-cultural contexts

• Tattoos are a lot like specialized license plates - are many times more significant to creator - not relevant to viewer - Beverely

What we Learned • Multimodality in texts allow us

to create meaning in different forms and understand the message in various ways. - Carla

• Multimodality allows the freedom to recognize various modes other than reading and writing - Marieke

• People understand, think, and learn best when they are able to use their cultural/ previous experiences - Noha

Learning Value and Application to Professional Practice

• Students should be encouraged to develop better metalanguages to understand in a Multimedia environment - Xiaojun

• Visual artistry- new language of expression. Educators can convey messages beyond the confines of language and expression-Christopher

• Students should have opportunity to develop own cultural experiences- Christopher

• Teachers and school need to build on student experiences and assist in student creation of own meaning- Chris

• Students should be allowed to explore, create and share own stories - Marieke

• Student experiences should be shared and encouraged in the classroom- Noha

• Learning should be seen as a creative process where expertise is gained and cognitive ability is developed simultaneously

Question 3 References• All the Cool Kids Are Doing It: Using Cartoons to Redefine the Diary in Diary of a Wimpy Kid and Dork Diaries. Retrieved November 8, 2014 from:

http://conference2014.southwestpca.org/presentation/all-cool-kids-are-doing-it-using-cartoons-redefine-diary-diary-wimpy-kid-and-dork-diari

• Beard, Jeannie. Parker . (2009) Reading Response: Multimedia and Multiliteracies in the Composition Classroom. https://www.youtube.com/watch?v=c4zSDOQ9mVY

• Brown, John Seely, Collins, Allan, & Duguid, Paul (1989). Situated cognition and culture of learning. Educational researcher, 18(1), 32-42

• Design Technology. (n.d.). Retrieved November 12, 2014, from http://www.ibo.org/diploma/curriculum/group4/DesTech.cfm

• Gee, J. (n.d.). Digital Media And Learning As An Emerging Field, Part I: How We Got Here. International Journal of Learning and Media, 13-23.

• Gee, James. Paul. (2009). A situated sociocultural approach to literacy and technology. The New Literacies: Multiple Perspectives on Research and Practice. (Chapter 8) New York: The Guilford Press.

• Handley, Karen; Clark, Timothy; Fincham, Robin and Sturdy, Andrew. (2007). Researching Situated Learning : Participation, Identity and Practices in Client—Consultant Relationships. 38(2). Page p173-191

• Language Education and Multiliteracies , by Mary Kalantzis and Bill Cope. S. May and N.H.Hornberger(eds), Encyclopedia of language and Education,2nd. edition,Volume 1:Language Policy and Political Issues in Education,195-211.copyright 2008 Springer Science Business Media LLC

• Lemke, J. (2000) Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity 7(4): 273–290.

• Rose, G. (2000). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage.

• Rowsell, Jennifer; Kress, Gunther and Street, Brian. (2013). Visual optics: interpreting body art, three ways. Visual Communication. 12:97.p98-122

• Rowsell, J. and Pahl, K. (2007) Sedimented identities in texts: Instances of practice. Reading Research Quarterly 42(3): 388–401

• Street, Brian. (2003). What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice. Current issues in comparative education, 5(2), 77–91.

• The New London Group (Cazden, Courtney, Bill Cope, Mary Kalantzis et al.). (1996). 'A Pedagogy of Multiliteracies: Designing Social Futures', Harvard Educational Review, Vol.66, No.1, pp.60-92.

• Walsh, Maureen. (2004). Reading visual and multimodal texts: how is 'reading' different? Proceedings of the ALEA 2004 Conference.