Multiliteracies Learning Initiative (Blog 3)

Multiliteracies Learning Initiative

What is the story behind the term multiliteracies? It was first coined by a group of scholars, known as the London Group, in 1996 to address the need to revitalize literacy pedagogy in response to the diversity of literacy and modes of communication in our society – hence multiliteracies (multiple literacy practices). These scholars recognized that the traditional understanding of literacy – written text and speech – were collapsing. Not only does this term reflect the changing environment of literacy and communication technologies, it underscores the transformation of information communication technologies (ICTs) from an adjunct course delivery tool to an integral element of course pedagogies.
Multiliteracies approach recognizes the diversity of cultures and communication in our society. This, I believe, provides an opportunity for an inclusive, and holistic approach to learning. Under the multiliteracies framework the site focuses on: multimodal literacy, critical literacy, creative learning literacy, collective intelligence, and finally reflective risk taking.

The site is early stages of development so it doesn’t have established links and significant publications. This is a site to keep one’s eye on to determine if it in fact develops into a productive and resourceful site. The blog section is active and has some interesting insights.
For example, under the blogs there is a youtube clip
The Full Monteverdi which uses Renaissance vocal music to create a contemporary drama. The film is sung throughout and the only other audio that can be heard is background noise from the setting (a restaurant).

[youtube]https://www.youtube.com/watch?v=3TXgEZg062Q[/youtube]

The blogger states that this clip really opened his eyes – learning how powerful music and film could be to convey a message and asking what else could he need his eyes open to see? I thought this is particularly relevant to this course for me as a causian white male trying to grasp a further understanding of the relationship between and amongst Indigeneity, technology and education. As a beneficiary of the dominant culture do I need to have my eyes open to see? In other words, what have I been unable or unwilling to see?