In 1996, The New London Group introduced a “pedagogy of multiliteracies” that “overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students” (p. 60). Canada has a diverse population of learners whose multiple identities are informed by ethnicity, language, class, gender, sexual orientation, and region, yet many of our education institutions and settings continue to act as if learners are homogeneous and print-bound.

The New London Group’s original definition of multiliteracies had two key elements:

1. the importance of “increasing multiplicity and integration of significant modes of meaning-making, where the textual is also related to the visual, the audio, the spatial, the behavioral” (p. 61), and,
2. the need “to focus on the realities of increasing local diversity and global connectedness” (p. 61).

Keeping in mind both the multimodal and digital potentials for literacy engagement and production AND the linguistic, ethnic, and social diversity of learners, it is time to re-evaluate the way that ‘multiliteracies’ is practised, researched and theorized in a Canadian context. Do diverse learners have access to valued literacies? Is it beneficial to diverse learners to use wide, inclusive definitions of literacy?

We propose a call to researchers in the Language and Literacy field to explore this theme and to share the work that they are doing in these areas, including, but not limited to:

1. How do you define and/or redefine literacies and multiliteracies in your research practice? How does your practice address or engage with multimodal technologies and/or diverse learners and inform pedagogy?
2. How should or can research methods and methodologies change or adapt to meet the challenges of multiliteracies research? What challenges or successes have you experienced when trying to account for learning in new media and/or with diverse learners?

Plenary Speaker: Dr. Jim Cummins
Centre for Educational Research on Language and Literacies (CERLL), Department of Curriculum, Learning, and Teaching, Ontario Institute for Studies in Education (OISE)

Jim Cummins holds the position of Canada Research Chair (Tier 1) in Language Learning and Literacy Development in Multilingual Contexts. His current research examines the potential roles of technology in promoting language and literacy development, and linking his pedagogical insights with broader school improvement initiatives. He has focused on the relationship between students’ home languages and their developing proficiency in the language(s) of instruction in multilingual school contexts. In particular, his research has highlighted the interactions between societal power relations and teacher-student identity negotiation, arguing that only instruction that explicitly challenges coercive power relations in the wider society will be effective in promoting marginalised students’ academic achievement. 

Dr. Cummins is currently a co-investigator on a large-scale SSHRC-funded project entitled "From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy". His most recently published book, Identity texts: The collaborative creation of power in multilingual school contexts (co-edited with Margaret Early), explores innovative ways that teachers can develop the full range of students’ linguistic and intellectual talents and enable students to engage actively with literacy from an early stage in their learning of English.

Exquisite Attention

As in previous years, the LLRC Preconference aims to provide delegates with an opportunity to present and discuss their recent research. In response to positive feedback from the 2010 and 2011 delegates, the 2012 Preconference is designed as a forum for in depth discussion and exchange. Delegates will participate in small group discussions related to each other’s work; they will discuss current work in the field and explore questions of mutual interest and concern. In so doing, they will continue the tradition of providing ‘exquisite attention’ as they give and receive feedback, and learn from each other.

Preconference Format

Following the proposal review stage, delegates will be placed in small topic related groups with colleagues whose work complements their own. Careful attention will be paid to bringing researchers into synergistic groupings. To that end, participants will be asked to send copies of their abstracts to each of the members of their assigned groups, as well as to the preconference chairs, one month prior to the event.

Our day will begin together in a plenary format with our guest speaker Dr. Jim Cummins. At the conclusion of the address, delegates will break out into their pre-assigned groups. The remainder of the day will be spent sharing work, discussing and probing issues related to each others’ work through the lens of diversity. At the end of the day, all delegates will reconvene in the large group to share comments and observations on their work, and hear closing remarks.

To foster collegiality and community building, and the types of conversations that this format intends, all delegates are asked to commit to participating for the full day in our Pre-conference.

References

The New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review , 66 (1), 60-92.