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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Multiliteracies in College English Pedagogy
Author(s)
LIU Jing
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DOI:10.17265/1539-8072/2016.08.002
Affiliation(s)
Qingdao University of Science and Technology, Qingdao, China
ABSTRACT
Due to the expanding variety of modes of communication and tools for meaning-making, multimodal representation and multiple forms of text have been a common occurrence. It is essential for today’s reader/viewer to foster the capacity to critically deconstruct and reconstruct multimodal texts. And it is a must to expand traditional conceptions of literacy to multiliteracies. This paper, from the perspective of both theories and practices, explores and analyzes visual literacy, media literacy, digital literacy, critical literacy, and postmodern literacy in college English pedagogy, so as to fully develop the learners’ multiliteracies.
KEYWORDS
multiliteracies, multimodal texts, college English pedagogy
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References
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Shofffner, M., De Oliveira, L. C., & Angus, R. (2010). Multiliteracies in the secondary English classroom: Becoming literate in the 21st century. English Teaching: Practice and Critique, 9(3), 75-89.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Philadelphia, PA: Open University Press.
Williams, B. T. (2008). “Tomorrow will not be like today”: Literacy and identity in a world of multiliteracies. Journal of Adolescent & Adult Literacy, 51(8), 682-686.
Beers, K., Probst, R. E., & Rief, L. (Eds.). (2007). Adolescent literacy: Turning promise into practice. Portsmouth, NH: Heinemann.
Chauvin, B. A. (2003). Visual or media literacy? Journal of Visual Literacy, 23(2), 119-128.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. New York: Routledge.
Doering, A., Beach, R., & O’Brien, T. (2007). Infusing multimodal tools and digital literacies into an English education program. English Education, 40(1), 41-60.
Elsner, D., Armbrust, L., & Lohe, V. (MuViT-Group). (2011). MuViT-Multilingual virtual talking books. Project flyer. Brussels: European Commission.
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.
Hobbs, R. (1997). Literacy for the information age. In J. Flood, S. Brice Heath, and D. Lapp (Eds.), The handbook of reservation on teaching literacy through the communicative and visual arts (pp. 7-14). New York: Simon & Schuster Macmillan.
Hobbs, R. (2006). Mutliple visions of multimedia literacy: Emerging areas of synthesis. In M. C. McKenna, L. D. Labbo, R. D. Kieffer, and D. Reinking (Eds.), International handbook of literacy and technology (pp. 15-28). New York: Lawrence Erlbaum.
International Technology Education Association (ITEA). (2007). Standards for technological literacy: Content for the study of technology (3rd ed.). Reston, VA: ITEA. Retrieved from http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf
Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago: The John D. and Catherine T. MacArthur Foundation.
Kress, G. (2003). Literacy in the new media age. New York: Routledge.
Lewison, M., Seely Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79, 382-392.
Luke, A. (2004). Two takes on the critical. In B. Norton and K. Toohey (Eds.), Critical pedagogies and language learning (pp. 21-31). Cambridge, UK: Cambridge University Press.
Lund, D. (2006). Reading the Internet: Critical literacy in the 21st century. The International Journal of Learning, 13(3), 154-164.
National Council of Teachers of English. (2008). The NCTE definition of 21st century literacies. Urbana, IL: NCTE.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope and M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-74). London: Routledge.
Pennings, A. (2002). What is visual literacy? Retrieved November 9, 2002 from Marist College Website http//www.marist.edu/pennings/viswhatis.htm
Rosenberg, A. J. (2010). Multiliteracies and teacher empowerment. Critical Literacy: Theories and Practices, 4(2), 7-15.
Shofffner, M., De Oliveira, L. C., & Angus, R. (2010). Multiliteracies in the secondary English classroom: Becoming literate in the 21st century. English Teaching: Practice and Critique, 9(3), 75-89.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Philadelphia, PA: Open University Press.
Williams, B. T. (2008). “Tomorrow will not be like today”: Literacy and identity in a world of multiliteracies. Journal of Adolescent & Adult Literacy, 51(8), 682-686.