The New London Group (1996) invented the term “multiliteracies” to describe literacy pedagogy that addresses “our culturally and linguistically diverse and increasingly globalized societies” as well as “the proliferation of communications channels and media” that support “cultural and subcultural diversity.” This course offers a sustained introduction to literacy pedagogy and the history, theories, research methodologies, and technologies that characterize writing studies, an interdisciplinary field that intersects communication studies, computer science, creative writing, education, psychology, linguistics, literary studies, and media studies. As we imagine the implications of multiliteracies pedagogies across the disciplines, students focus on two teaching “probes” or “experiments”: one emphasizing linguistic diversity and the other employing communication tool(s) or design practices discovered or developed during the semester.

By the time your finish this course, you should be able to

  • Highlight areas of debate, articulate theoretical issues, and identify pointed areas of contention among competing theories of literacy and composition.
  • Initiate or continue to develop an ePortoflio, including a statement of teaching philosophy or position statement about multiliterate pedagogy.
  • Develop a line of inquiry and protocol for a classroom- or curriculum-based study.

Work with digital composing tools in preparation for developing, assessing, and assisting students with multimodal composing.