The Origins of Multimodality for Globalized Literacy
Channel: Trauma-Informed Teachers
Date: 2020-12-03

In 1994, the New London Group, composed of literacy scholars, met to discuss the changing landscape of literacy in a globalized world. What came out of that meeting was a call for action to theorize, incorporate, and further research technology integration, multimodality, and cultural and linguistic diversity in schools. 

Not sure where our current understanding of multimodality came from? Want to know what laid the foundation for a broader definition of literacy in schools? Watch to learn about the New London Group and their work on multimodality. 

References:
Albers, P, & Harste, J. C. (2007). The arts, new literacies, and multimodality. English Education, 40(1), 6-19. 
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Cazden, C., Cope, B., Fairclough, N., Gee, J. et al. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1). 

Kress, G., Jewitt, C., & Tsartsarelis, C. (2000). Knowledge, identity, pedagogy, pedagogic 
discourse, and the representational environment of education in late modernity. 
Linguistics and Education, 11(1), 7-30. 

Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J. & Henry, L. A. (2019). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.) Theoretical models and processes of literacy (7th Ed.) (pp. 401-418). New York, NY: Routledge.