Outline


 * Introduction**
 * Broaden the understanding of literacy and literacy teaching --> multiplicity of discourses
 * Two principal aspects:
 * 1. Expand literacy pedagogy in a multicultural context
 * 2. Account for new forms of text and technology

//--Changing Working Lives// //--Changing Public Lives// //--Changing Private Lives//
 * The Changing Present and Near Futures: Visions for Work, Citizenship, and Lifeworlds**
 * Classic, vertical hierarchies have changed into collaborative, horizontal teams
 * Students need access and critical engagement with teamwork
 * Need familiarity/access with teamwork
 * Need to advocate for themselves
 * "Productive diversity" - multiplicity of perspectives can be harnessed as an asset
 * Decline of the importance of the nation-state and the former meaning of "civic"
 * Need for a new civic pluralism that holds everyone in conversation
 * New social vision of discourse and mutuality
 * Globalist mass media and capitalist consumer culture
 * Classically understood "private" lives are becoming a overlapping collection of lifeworlds
 * Multiple layers constitute engagement in communities in which individuals can reflect

//--What Schools Do and What We Can Do In Schools//
 * What Schools Can Do**
 * Accessing multiple discourses without eliminating subjectivity
 * Need for an authentic pluralism, not just superficial

//--Designs of Meaning// -Available Designs -Designing -The Redesigned >> //--Dimensions of Meaning// //--Design Elements// //-//Linguistic Design -Design for Other Modes of Meaning
 * The "What" of a Pedagogy of Multiliteracies**
 * Two notions of "design":
 * "morphology" of a final product
 * in the process of structuring
 * Building blocks for Designing: "grammars," "orders of discourse"
 * Particular Design conventions: discourse, style, genre, dialect, voice
 * Intertextual context by which one text is connected to another
 * Re-presentation and recontextualization of Available Designs to transform them in one's own way
 * The new meaning which is the outcome of the Designing process
 * Never a repetition, always a unique product of human agency
 * Need for a metalanguage for understanding the meaning-making of various realms
 * Provides means for critical analysis, without being too formal to appeal to both teachers and students
 * Flexible and open-ended
 * Does not set rules or privilege certain manners of discourse
 * Checklist for evaluating metalanguage use
 * Hybridity and intertextuality within various modes of meaning
 * The "How" of a Pedagogy of Multiliteracies**

//--A Theory of Pedagogy// //--Situated Practice// //--Overt Instruction// //--Cultural Framing// //--Transformed Practice//
 * Human knowledge is embodied and has social, cultural, and material contexts
 * Balance between generalization/abstraction and situationalization/specification
 * Immersion in a community of learners with different roles and at different levels
 * Exposure, not student-evaluation, at this point
 * Active interventions from teacher to guide the student to the most important information
 * Self-distancing so as to refine and reframe meaning
 * Moving new meaning into different contexts