A Path to Our Future: Artful Thinking, Learning, Teaching, and Research
Chapter Eight: Changing the Way We Story Our Lives
← 100 | 101 →CHAPTER EIGHT
The traditional tools of literacy have changed as broadening definitions of literacy include the digital, visual, aural, and, in the end, the multiple. Scholars highlight three perspectives on digital literacies that offer insight into storytelling through multimodal, digital texts: New Literacies Studies (NLS), New Media Studies, and the concept of multimodality through Social Semiotics (Christenbury, Bomer, & Smagorinsky, 2010; Hull & Nelson, 2005; Siegel, 2012). Through these perspectives on the new literacies, change is the constant, and new technological tools lead to new literacy practices (Coiro, Knobel, Lankshear, & Leu, 2008; Kist, 2005; Knobel & Lankshear, 2007).
The New London Group (1996) broadened the traditional definition of literacy to include technological literacy, visual literacy, media literacy, and information literacy (1996). They wrote,
If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. (p. 9)
New Media scholar Henry Jenkins (2009) added to this list the importance of students learning the ways to participate fully in creative life. Based on the work of the New London Group, classrooms can enact a pedagogy of multiliteracies, ← 101 | 102 → focused on immersing students in design practices, providing overt instruction in metalanguages in order to work with design, examining the socially, culturally, and historically grounded meanings of design elements, and opening up design practices for...
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