Notes

2) engagement for successful employment || 2) proliferation of communication channels || Cultural and linguistic diversity || 2) realities of increasing local diversity and global connectedness || 2) public lives 3) private lives || 2) Visual Design 3) Audio Design 4) Gestural Design 5) Spatial Design 6) Multimodal Design ||
 * Main Idea/Text || Comments/Questions/Etc. ||
 * 2 goals for literacy learning || 1) access to language
 * Pedagogy as a teaching and learning relationship that leads to social preparation || The idea of a more culturally based literacy instead of the technical paradigm ||
 * 2 aspects of multiplicity in literacy || 1) increasingly diverse multilingual and multicultural society
 * How do we ensure that differences of culture, language, and gender are not barriers to educational success? || This question arises often in my pre-practicums, particularly in my ESL classrooms ||
 * “The prevailing sense of anxiety is fueled in part by the sense that, despite goodwill on the part of educators, despite professional expertise, and despite the large amount of money expended to develop new approaches, there are still vast disparities in life chances today that seem to be widening still further.” || The idea of the achievement gap, relates to the rich get richer and poor get poorer effect ||
 * “It may well be that we have to rethink what we are teaching, and in particular, what new learning needs literacy pedagogy might now address. || I agree that current literacy pedagogy does not address the needs of diverse student populations in the classroom right now. ||
 * “Cultural differences and rapidly shifting communications media meant that the very nature of the subject- literacy pedagogy- was changing radically.” || Could incorporating global literacy ultimately widen the understanding or cultures, peoples, education, etc.? ||
 * multiliteracies || Mutltiple communication channels
 * 2 main arguments || 1) increasing multiplicity and integration of significant modes of meaning-making
 * “When the proximity of cultural and linguistic diversity is one of the key facts of our time, the very nature of language learning has changed.” || This brings to light the concept of ALP, but also how native English speakers can expand their understanding through new global literacies. ||
 * 3 realms || 1) working lives
 * “Replication of corporate culture demands assimilation to mainstream norms that only really works if one already speaks the language of the mainstream.” || Perpetuating the inequality gap ||
 * “The question is, how might we depart from the latest views and analyses of high-tech, globalized, and culturally diverse workplaces and relate these to educational programs that are based on a broad vision of the good lide and an equitable society?” || Education as a response to what is going on in the world ||
 * “To this end, cultural and linguistic diversity is a classroom resource just as powerfully as it is a social resource in the formation of new civic spaces and new notions of citizenship. This is not just so that educations can provide a better service to minorities.” || Usually the context from which ELLs are taught ||
 * Idea of identifying with multiple identities || Calls for a flexible literacy that allows all these different connections and concepts of community to be made ||
 * Transforming schools as a larger social project || People’s mindsets toward diversity must change first ||
 * “Further, some have argued that educational research should become a design science, studying how different curricular, pedagogical, and classroom designs motivate and achieve different sorts of learning.” || Is this possible when learning and classrooms are so contextually dependent? ||
 * discourse || Configuration of knowledge and its habitual forms of expression, which represents a particular set of interests ||
 * style || Configuration of all the semiotic features, in a text in which, for example, language may relate to layout and visual images ||
 * genres || Forms of text or textual organization that arise out of particular social configurations or the particular relationships of the participants in an interaction ||
 * dialects || Region or age related ||
 * voice || Individual and personal, discursive and generic factors ||
 * Redesigned || May be variously creative and reproductive in relation to the resources for meaning making available in Available Designs ||
 * metalanguage || Language for talking about language, images, texts, and meaning-making interactions ||
 * 6 areas where functional grammars are requires || 1) Linguistic Design
 * Significant textual features || Nominalization and transitivity ||
 * Elements of linguistic design || Delivery, vocabulary and metaphor, modality, transitivity, nominalization of processes, information structures, local coherence relations, global coherence relations ||
 * Design emphasized relationships || Modes of meaning (available deisgns), transformation of these modes of meaning in their hybrid and intertextual use (designing) and the redesigned ||
 * Concepts describing multimodal meanings || Hybridity and intertextuality ||
 * hybridity || Highlights the mechanisms of creativity and of culture as process particularly salient in contemporary society ||
 * intertextuality || Draws attention to the potentially complex ways in which meainings are constituted through relationships to other text, text types, narratives, and other modes of meaning. ||
 * 4 factors of integrations || Situated overt instruction, critical framing, deisgned and desgining experiences, transformed practice ||
 * Situated practice || Immersion in experience and the utlization of available discourses, including those from the students’ lifeworlds and simulations of the relationships to be found in workplaces and public spaces ||
 * Overt instruction || Systematic, analytic, and consciouse understanding. In the case of multiliteracies, this requires the introduction of explicit metalanguages, which describe and interpret the Design elements of different modes of meaning ||
 * Critical framing || Interpreting the social and cultural context of particular designs of meaning. This involves the students; standing back from what they are studying and viewing it critically in relations to its context ||
 * Transformed practice || Transfer in meaning-making practice, which puts the transformed meaning to work in other contexts or cultural sites ||