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A Pedagogy of Multiliteracies

A Pedagogy of Multiliteracies by the New London group is a pedagogical theory based on literacy abilities, choices and attitudes of the learner. Learners construct meaning that is relevant to their understanding of their world through multimedia technologies, multimodality, texts of communication in specific contexts. Learners are engaged and knowledge connections are made between theory and practice. A Multiliteracies approach adopts designing meanings by examining available designs, the designing one does and the redesigned.

Originally the Pedagogy of Multiliteracies approach had four key aspects to pedagogical orientation: Situated Practice, Critical Framing, Overt Instruction, and Transformed Practice (1996). These were revised in 2006 by the New London Group in response to social and technological changes in learning. Knowledge Processes (2006) are: Experiencing (the known, the new), Conceptualising (by naming, with theory); Analysing (Functionally, Critically); Applying (Appropriately, Creatively).

Multiliteracies: New Literacies, New Learning
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An international journal, 4(3), 164-195.

A Grammar of Multiliteracies This video discusses meaning making through different modes as a grammar of Multiliteracies. Mary Kalantzis and Bill Cope, College of Education, University of Illinois Urbana-Champaign Published on Apr 19, 2016
Pedagogy as Learning By Design This video gives information on Learning Design through diversity, multiliteracies and pedagogy. Mary Kalantzis and Bill Cope, College of Education, University of Illinois Urbana-Champaign. Published on Feb 1, 2016
New Learning: transformational designs for pedagogy and assessment Mary Kalantzis and Bill Cope’s New Learning website has information on their work and is a portal to areas of education research and development in multiliteracies. New Learning: Transformational Designs for Pedagogy and Assessment
Synesthesia or Mode Switching In this video, Bill Cope discusses the action of mode shifting or synaesthesia as the transference of meaning between modes. Mode shifting is a powerful cognitive process for communication and learning. Mary Kalantzis and Bill Cope, College of Education, University of Illinois Urbana-Champaign. Published on Apr 19, 2016
A Pedagogy of Multiliteracies: Designing Social Futures The New London Group, Harvard Educational Review (1996), 66 (1)