Post #3 Multiliteracies
This weeks reading have helped me to realize and understand more clearly that diversity in language and culture along with the impacts of globalization and digitization have created the need for a pedagogical shift toward multiliteracies. The New London’s Group (1996), conceptualization of multiliteracies helps to draw attention to the need to change our understanding of literacy and how we teach it. Their notion of multiliteracies provides a frame of reference that supports the idea that teachers need to prepare students for living and working in a multicultural 21st Century world. Reflecting on the readings and my own professional observations has left me wanting to explore how the educational process embodied these notions of literacy?
I have been teaching in Barrie Ontario, a city one hour north of Toronto, for the past 15 years. During this time I have witnessed a growth in the cultural diversity among the student population. Although, not nearly as diverse as Toronto, the demographics have undergone a transformation. In an effort to support 21st Century learning strategies the Simcoe Muskoka Catholic District School Board has articulated a specific goal in their 2014-2015 plan to improve student achievement:
To promote creative, innovative and expanded learning opportunities for all students within our diverse community that will enable them to flourish in the 21st century. (P.3)
Part of this effort has included a substantial financial investment in technological resources. In addition the Ontario government has promoted the concept of Professional Learning Communities (PLC) to support multimodal literacies (2013). In doing so they have outlined a process for implementing professional learning communities that are specific to teachers’ job-embedded needs.
Although these strategies have great benefit, the evolving understanding of literacy is an ongoing process. One of the challenges to evolving pedagogy is the structure and function of the school system. According to Sir Ken Robinson (2014) our school are structured similar to factories lines. There are ringing bells, separate subjects, students are taught in batches based on age groups. This structure and image of schools does not always support the 21st Century skills learning of collaboration, communication and self-direction are essential for students. Higher level skills can also not be easily measured using traditional pencil paper testing or through standardized assessments. Instead multi-faceted assessments are needed in order to keep pace with the changing landscapes of multiliteracies.
In my own efforts to further my professional development I aim to improve my own level of literacy in different lifeworlds. This includes experimenting with technology to connect, communicate and express my opinions and ideas using a variety of text formats. Similar to the students I teach, I am in a position where I am required to self-direct my own learning pathway in order to better support my students. This involves broadening my understanding of the world around me and finding meaningful ways to promote my own professional learning.
References
The New London Group (1996) “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66(1), pp. 60-92
The Simcoe Muskoka Catholic District School Board. (2014, August). BOARD IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT 2014-2015. Retrieved from http://www.smcdsb.on.ca/UserFiles/Servers/Server_6/File/Board%20Office%20Files/Our%20Board/BIPSA/BIPSATemplate14-15%20(1).pdf
Ontario Ministry of Education. (2013, February). Using a Professional Learning Community to Support Multimodal Literacies . Retrieved from https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Professional_Learning.pdf