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3. SOME PEDAGOGICAL NOTIONS FOR LEARNING WEB LITERACY
3.3.3 An approach to teach web literacy: the Pedagogy
of Multiliteracies
We have already focused on learning from the point of view of the socio-constructive
paradigm, collaborative knowledge building and the role of technology
as supporting these meaning making processes. What is still missing, before
moving on to describe how the above is presented in our learning space,
is a more coherent pedagogy of teaching literacy. In the present section
we will introduce an approach, which is easily integrated into the pedagogic
frame already introduced. This pedagogy is the pedagogy of Multiliteracies
(The New London Group 2000), The Multiliteracies approach has already
been presented in chapter 2.2.1 when we introduced
it as one socio-constructive approach for understanding literacies. While
the New London Group (2000:30-36) discuss the change in society resulting
in new forms of literacies they also introduce a form of practice (Cope
and Kalantzis 2000:239-248), through which to teach literacy.
According to the Pedagogy of Multiliteracies (The New London Group 2000:30-36,
Cope and Kalantzis 2000:239-248), there are four factors that need to
be included into literacy pedagogy. These are Situated Practice, Overt
Instruction, Critical Framing and Transformed Practice (see Figure 10).
We will first shortly describe each of these factors and then connect
them with the concepts and premises introduced in the previous sections
of the chapter as well as to our concept of web literacy.
Figure 10. The Pedagogy of Multiliteracies
In a learning context, Situated Practice means using available Designs
of meaning, including students own lifeworld experiences, and immersion
in meaningful practices in the given context. Next, the goal of Overt
Instruction is conscious awareness and systematic understanding of what
is being learned. It gives students a way to describe the patterns of
Available Designs of meaning and the process of Designing meaning. The
third step, Critical Framing, involves interpreting the social and cultural
contexts of meaning. It involves students standing back from what they
are studying and viewing the Design critically in its context, thinking
about what the Design is for, what it does and whose interest it serves.
Finally, Transformed Practice means applying the Design in a different
context, or making a new Design. For example, students transfer a meaning
to another context and make it work, or add something of themselves and
make a reproduction.
Cope and Kalantzis's (2000) ideas on Situated practice are closely related
to notions on authenticity of learning. Learning being meaningful, and
the tasks coming from the students' lifeworld can be seen as similar to
Lave and Wenger's (1991) notions on situated learning. Both learning tasks
and materials are authentic and by participating in social practices learning
becomes meaningful and motivating for the learners themselves. When the
focus is on web literacy situated practice can be understood as placing
the learners on the web and providing them the possibility for collaboration
on the web, too.
Overt instruction, then again, can be connected with 'learning to learn'
goals of learning and with building metacognitive knowledge (Tynjälä
1999, Wenden 1998, 2001). The learners' attention is directed to the aspects
of the web or to their own conceptions of the web. Through shared reflections
they can learn about themselves as users of the web. This way they become
more aware of the aspects of the medium and of themselves as users of
the medium. The scaffolding processes introduced in chapter
3.3.2 are also related to the overt instruction in the sense that
the learners are supported by both the learning space and the other learners
collaborating in the learning space.
Critical framing can be interpreted in the light of the socio-constructive
paradigm, for the Multiliteracies view on texts (Designs) is very much
a socio-constructive one. Texts are understood as relative, social and
contextual. By presenting the diversity of the text world on the web and
by attempts to categorise that diversity learners at the same time need
to ask themselves questions such as what is the social and historical
frame of this text: in which context is the text constructed.
Transformed practice can be understood as a product of Scardamalia and
Bereiter's (1994, 1999) collaborative knowledge building process. As such,
the goal of the learning space is that the concept of web literacy becomes
more articulate, yet we do not ask the individual learners to produce
representations of their own conceptions of web literacy. The idea is
on building new knowledge, so we ask the learners in small groups at the
end of module to contribute to the knowledge building process by producing
a text that adds to the understanding of web literacy presented in the
leaning space. The Redesigned is something the learners notice during
the process that was missing from the description of the concept of web
literacy. They can use the Available Designs at hand and produce their
own Design which builds on the knowledge that has been produced in the
learning space.
While it is important to realise that as such the Pedagogy of Multiliteracies
is only one approach for teaching literacy it is still significant to
notice its strengths as framing the learning process into phases that
are easily adapted to all forms of texts and various practices in and
outside classroom. Whereas Salmon's stages (see Figure 9 in ch
3.3.2) offer a strict step-by-step framework for on-line learning,
Cope and Kalantzis's work seems more adaptable and flexible. Thus, as
Salmon's stages are present in Netro to an extent, it is more beneficial
to view Netro as following the lines of Cope and Kalantzis's (2000) Pedagogy
of Multiliteracies, for many of the theoretical concepts and ideas are
derived from their work. However, the theory of practice of our learning
space should not be viewed as only representing this one approach for
learning literacies. As we now move on to describe the learning space,
the planet of Netro, in relation to all the aspects of learning discussed
in the course of the present study, we hope to give the readers a fuller
account of the firm premises of learning Netro is built on.
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