Tag Archives: Vygotsky

Learning Theories and the Pedagogy of Multiliteracies

Posted on November 26, 2011 by Jasmeet Virk

Introduction In its 1996 Manifesto, the New London Group examined the radical changes in the personal, public and working lives of people which were being propelled by globalization, technological evolutions, and increasing cultural and social diversity. They laid out pedagogical … Continue reading →

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Commentary 2: The Breakout of the Visual, Ocularcentrism and Multimodal Hypermediated Spaces of Knowledge

Posted on November 13, 2011 by kenbuis

The sun, that all-seeing eye of the heavens associated with gods in the mythologies of the ancients, brought light to civilizations and thus was associated with knowledge.  As Icarus and Daedalus flew towards the sun, were they not seeking higher … Continue reading →

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Commentary 1: Developmental Theory and Cultural Literacies

Posted on October 1, 2011 by Mark Barrett

A child is born into the world without any understanding of oral or written literacy.  Much like literate cultures can trace their understandings back to an oral tradition, children are not naturally predisposed to the ability to read or write.  … Continue reading →

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