Abstract
Two concurrent trends converge in contemporary education: the first acknowledges educational activities as social and situated prompting us to imagine new roles for community in teaching and learning; the second attends to our abilities to differentiate and individualize activities, to be responsive to learner needs. Multiliteracies theorists contend that learning can be understood as a process of “weaving” backward and forward across and between different pedagogical moves. Using “knowledge processes” as a theoretical lens, we explore the pedagogical moves possible when we take an award winning curricular approach to teaching Shakespeare and work with it in the context of a dynamic “cloud”; a generative, flexible and participatory space where learners, educators and developers are integral to the process of “curriculum making. ” We offer examples of the multiple opportunities for the pedagogies of “new teacher” and “new learning” to emerge when a space for invention is created.
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© 2015 Kathryn Hibbert, Mary Ott and Luigi Iannacci
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Hibbert, K., Ott, M., Iannacci, L. (2015). Co-Constructed by Design: Knowledge Processes in a Fluid “Cloud Curriculum”. In: Cope, B., Kalantzis, M. (eds) A Pedagogy of Multiliteracies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137539724_7
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DOI: https://doi.org/10.1057/9781137539724_7
Publisher Name: Palgrave Macmillan, London
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