Abstract
Currently, evolving ways of communication, interpretation and creation of meaning are challenging the ways people view themselves and the world, altering their learning demands and needs. Closely related to this process of change is the need to re-conceptualize schooling. Working within these realizations, the theories of affinity spaces and multiliteracies pedagogy are brought into the foreground of the discussion to consider: What are the requirements of school for the twenty-first century? What are the potentials of affinity spaces and multiliteracies pedagogy to empower meaningful school-based learning? The core of this chapter reports on the development, implementation and evaluation of a theory based framework named Affinity Multiliteracies Practice (AMP) with the intention to provide an example of a teaching and learning approach to schooling that acknowledges students’ multiple and diverse identities, experiences and capabilities while also equiping them to become the flexible and dynamic learners required in the twenty-first century.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
An interesting example of how the two are linked is found in Mary Neville, Teaching Multimodal Literacy Using the Learning by Design Approach to Pedagogy: Case Studies from Selected Queensland Schools, Common Ground, Melbourne, 2008.
References
Ailwood, J., Chant, D., Gore, J., Hayes, D., Ladwig, J., Lingard, B., et al. (2000). The four dimensions of productive pedagogies: Narratives and findings from the Queensland School Reform Longitudinal Study. Paper presented at the American Education Research Association annual conference, New Orleans.
Ajayi, L. (2011). A multiliteracies pedagogy: Exploring semiotic possibilities of a Disney video in a third grade diverse classroom. The Urban Review, 43, 396–413.
Anstey, M., & Bull, G. (2004). The literacy labyrinth (2nd ed.). Sydney: Pearson.
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies. Delaware: International Reading Association.
Baldry, A. (2000). Introduction. In A. Baldry (Ed.), Multimodality and multimediality in the distance learning age (pp. 11–39). Campobasso: Palladino.
Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies. Reading and writing in context. London: Routledge.
Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195.
Bruner, J. S. (1971). The relevance of education. Oxford: W. W. Norton.
Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage! Australian Journal of Language and Literacy, 29(1), 7–23.
Cloonan, A. (2007). The professional learning of teachers a case study of multiliteracies teaching in the early years of schooling. Unpublished thesis, School of Education Design and Social Context Portfolio.
Cohen, L., Lawrence, M., & Morrison, K. (2007). Research methods in education. New York: Taylor and Francis.
Cole, D. R. (2006). Techno-shamanism and educational research. Sage of Consciousness. http://www.sageofcon.org/ez7/nf/dc.htm
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
Cope, B., & Kalantzis, M. (2008). Ubiquitous learning: An Agenda for educational transformation. Proceedings of the 6th international conference on networked learning, Halkidiki, Greece, pp. 576–582.
Davies, J. (2006). Hello newbie! **big welcome hugs** hope u like it here as much as I do!” An exploration of teenagers’ informal online learning. In D. Buckingham & R. Willett (Eds.), Digital generations: Children, young people, and new media (pp. 211–228). Mahwah: Erlbaum.
Dede, C., Clarke, J., Jass Ketelhut, D., Nelson, B., & Bowman, C. (2005). Design based research strategies for developing a scientific inquiry curriculum in a multi-user virtual environment. Cambridge, MA: Graduate School of Education, Harvard University.
Dillenbourg, P., Schneider, D. K., & Synteta, P. (2002). Virtual learning environments. In A. Dimitracopoulou (Ed.), Information and communication technologies in education (pp. 3–18). Athens: Kastaniotis Editions.
Dodge, B. (1995). WebQuests: A technique for internet-based learning. Distance Educator, 1(2), 10–13.
Dodge, Β. (1999). Some thoughts about WebQuests. San Diego State University. http://webquest.sdsu.edu/about_webquests.html
Freebody, P. (2003). Qualitative research in education. London: Sage.
Gee, J. P. (1997). Thinking, learning, and reading: The situated sociocultural mind. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition. Social, semiotic, and psychological perspectives (pp. 235–260). Mahwah: Lawrence Erlbaum Associates.
Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective. Journal of Adolescent and Adult Literacy, 43, 412–420.
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.
Gee, J. P. (2005). Semiotic social spaces and affinity spaces: From the age of mythology to today’s schools. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 214–232). Cambridge: Cambridge University Press.
Gee, J. P., & Hayes, E. (2009). Public pedagogy through video games: Design, resources & affinity spaces. Game Based Learning. http://www.gamebasedlearning.org.uk/content/view/59/
Goodison, T. (2002). Learning with ICT at primary level: Pupils’ perceptions. Journal of Computer Assisted Learning, 18, 282–295.
Hammond, N., & Allinson, L. (1989). Extending hypertext for learning: An investigation of access and guidance tools. In A. G. Sutcliffe & L. Macaulay (Eds.), People and computers V (pp. 293–304). Cambridge: Cambridge University Press.
Holland, E. (1998). Spinoza and Marx. Cultural Logic, 2, 21–47.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 1, 241–267.
Jewitt, C. (2009). An introduction to multimodality. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 14–27). New York: Routledge.
Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. New York: Peter Lang.
Jonassen, D. (1991). Evaluating constructivistic learning. Educational Technology, 9, 28–33.
Kalantzis, M., & Cope, B. (Eds.). (2005). Learning by design. Melbourne: Victorian Schools Innovation Commission and Common Ground.
Kalantzis, M., & Cope, B. (2006). The learning by design guide. Melbourne: Common Ground Publishing.
Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge, UK: Cambridge University Press.
Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.
Korhonen, V. (2010). Dialogic literacy – A sociocultural literacy learning approach. In A.-M. Lloyd & S. Talja (Eds.), Practising information literacy: Bringing theories of learning, practice and information literacy together. Wagga Wagga: Centre for Information Studies.
Kress, G. (1995). Writing the future: English and the making of a culture of innovation. Sheffield: National Association for the Teaching of English.
Kress, G., & Van Leeuwen, T. (Eds.). (1996). Reading images: The grammar of visual design. New York: Routledge.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication discourse. London: Arnold.
Kuhn, D., Black, J. B., Kesselman, A., & Danielle, K. (2000). The development of cognitive skills to support inquiry learning. Cognition and Instruction, 18, 495–523.
Lave, J. (1996). Teaching as learning, in practice. Mind, Culture, and Activity, 3, 149–164.
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
Leu, D. J., Jr., Leu, D. D., & Coiro, J. (2004). Teaching with the internet: New literacies for new times (4th ed.). Norwood: Christopher-Gordon.
Liddicoat, A. (2007). Language planning and policy: Issues in language planning and literacy. Clevedon: Cromwell Press.
Lister, R. (2008). Inclusive citizenship, gender and poverty: Some implications for education for citizenship. Citizenship Teaching and Learning, 4(1), 3–19. http://www.citized.info
Looi, C.-K., Chen, W., & Ng, F.-K. (2010). Collaborative activities enabled by Group Scribbles (GS): An exploratory study of learning effectiveness. Computers and Education, 54(1), 14–26.
Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 397–403. http://www.jstor.org/stable/4151827
Luke, A., & Freebody, B. (2000). A map of possible practices. Further notes to the four resources model. Practically Primary, 4(2), 5–8.
McLeod, S. (2008). [Online]. http://www.cmaste.ualberta.ca/en/Outreach/~/media/cmaste/Documents/Outreach/Norway%20Energy%20Camp/21st%20Century%20Learning/What_is_21st_Century_Education.pdf. Accessed 13 Nov 2014.
McWilliam, E. (1994). In broken images: Feminist tales for a different teacher education. New York: Teacher’s College Press.
Mills, K. A. (2006). ‘Mr Travelling-at-Will Ted Doyle’ discourses in a multiliteracies classroom. Australian Journal of Language and Literacy, 29(2), 132 (118).
Ministry of Education and Culture, MOEC. (2012). Education. http://www.moec.gov.cy/dde/programs/mousiaki_agogi/index.html
Moore, J. N. (1997). Interpreting young adult literature: Literary theory in the secondary classroom. Portsmouth: Boynton/Cook.
Morgan, L. (2010). Teacher professional transformation using learning by design: A case study. E-Learning and Digital Media, 7(3), 280–292.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 182–202). Melbourne: Macmillan.
Norman, G. R. (1988). Problem-solving skills, solving problems and problem-based learning. Medical Education, 22(4), 279–286.
Passey, D., Colin, R., Joan, M., McHug, G., & Allaway, D. (2003). The motivational effect of ICT on pupils. Emerging findings 1, Department of Educational Research, Lancaster University.
Pope, R. (1998). The English studies book. London: Routledge.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816.
Purcell-Gates, V., Jacobson, E., & Degener, S. (2004). Print literacy development: Uniting the cognitive and social practice theories. Cambridge, MA: Harvard University Press.
Rowsell, J., Kosnik, C., & Beck, C. (2008). Fostering multiliteracies pedagogy through preservice teacher education. Teaching Education, 19(2), 109–122.
Ryan, M. E., & Anstey, M. (2003). Identity and text: Developing self-conscious readers. Australian Journal of Language and Literacy, 26(1), 9–22.
Smith, S. M., & Woody, P. C. (2000). Interactive effect of multimedia instruction and learning styles. Teaching of Psychology, 27(3), 220–223. doi:10.1207/S15328023TOP2703_10.
Snyder, I. (1996). Hypertext: The electronic labyrinth. New York: New York University Press.
Stake, R. (1995). The art of case study research. Thousand Oaks/London/New Delhi: Sage.
Stooke, R. K. (2010). Investigating the textually mediated work of institutions: Dorothy E. Smith’s sociology for the people. In G. J. Leckie, L. M. Given, & J. E. Buschman (Eds.), Critical theory for library and information science: Exploring the social from across the discipline. Santa Barbara: Libraries Unlimited.
Street, B. (2001). Literacy and development: Ethnographic perspectives. London: Routledge.
Thwaites, T. (2003). Multiliteracies: A new paradigm for arts education. ACE Papers, 13, 14–29.
Tierney, R., Bond, E., & Bresler, J. (2006). Examining literate lives as students engage with multiple literacies. Theory Into Practice, 45(4), 359–367.
Unsworth, L. (2002). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Philadelphia: Open University Press.
Vasquez, V., Egawa, K. A., Harste, J. C., & Thompson, R. D. (2004). Literacy as social practice: Primary voices K-6. Urbana: National Council of Teachers of English.
Walsh, M. (2011). Multimodal literacy: Researching classroom practice. Sydney: e:lit, Primary Teachers Association of Australia.
Winch, G., Ross-Johnston, R., Holliday, M., Ljungdahl, L., & March, P. (2006). Literacy (3rd ed.). New York: Oxford University Press.
Yin, R. (1994). Case study research: Design and method (2nd ed.). Beverly Hills: Sage.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Savva, S. (2016). Re-imagining Schooling: Weaving the Picture of School as an Affinity Space for Twenty-First Century Through a Multiliteracies Lens. In: Montgomery, A., Kehoe, I. (eds) Reimagining the Purpose of Schools and Educational Organisations. Springer, Cham. https://doi.org/10.1007/978-3-319-24699-4_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-24699-4_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-24697-0
Online ISBN: 978-3-319-24699-4
eBook Packages: Social SciencesSocial Sciences (R0)