Multiliteracies Meeting Diverse Social and Cultural Learner Contexts: The Challenges to Traditional Pedagogy
Dr Annah H. Healy.
This paper explores the nexus between ten teachers’ concepts of literacy and ways in which they accordingly design and plan multiliteracies’ programs in Years 1-10 classrooms. The study evolved with two important themes:  teacher beliefs about the existence of crucial differences among students’ social and cultural lives directly impacting on student orientation and governance of textual enterprise; and  how ‘designs of meaning’ (Cope & Kalantzis, 2003) across technological spaces has extended the boundaries of more traditional pedagogies. The paper exposes how students who have been the potential ‘at risk’ cohorts in more traditional literacy settings, increase their understanding of text purpose and audience in real-life practice and cognate that language is power. Sub-themes here include the defiance of notions of the existence of any core knowledge or skill set so long upheld in traditional literacy classrooms. Also, by separately tracing the human versus textual influences (across technological systems) on attitude and text design intentions, the study shows that positive intention to design text does not, for many students, emerge from traditional literacy events or stimuli. Positive attitudes toward a text type are entirely dependent on how learners view task relevance and on perceptions of ability to succeed with that text for its intended audience. A learner’s anticipation of success or failure is reflective of their internal emotional state, highly influenced by teacher attitude and orientation. In turn, a positive attitude to designing communication allows the student to commit sufficient working space memory to draw on their personal literacy knowledge and extend that knowledge through scaffolded contexts and experience in designing to attend to appropriate processing behaviours.
Dr Annah H. Healy (Australia)
Senior Lecturer inLanguage and Literacy Studies
School of Cultural and Language Studies in Education Faculty of Education
Queensland University of Technology
Focus on critical perspectives and multiliteracies as pedagogy in research, teaching, consultancy and higher degree supervision.
(Virtual Presentation, English)