The New London Group The New London Group is a group of ten academics who met at New London, New Hampshire, in the United States in September 1994, to develop a new literacy pedagogy that would serve concerns facing educators as the existing literacy pedagogy did not meet the learning needs of students. Their focus was on replacing the existing monolingual, monocultural, and standardized literacy pedagogy that prioritized reading and writing, with a pedagogy that used multiple modes of meaning making. They emphasised the use of multiple modes of communication, languages, and multiple Englishes to reflect the impact of new technologies and linguistic and cultural diversity, instead of developing competence in a single national language and standardized form of English. The ten academics brought to the discussion their expertise and personal experience from different national and professional contexts. Courtney Cazden from the United States has worked in the areas of classroom discourse and multilingual teaching and learning; Bill Cope from Australia, on literacy pedagogy and linguistic diversity, and new technologies of representation and communication; Mary Kalantzis from Australia, on experimental social education and citizenship education; Norman Fairclough from the United Kingdom, on critical discourse analysis, social practices and discourse, and the relationship between discursive change and social and cultural change; Gunther Kress from the United Kingdom, on social semiotics, visual literacy, discourse analysis, and multimodal literacy; James Gee from the United States, on psycholinguistics, sociolinguistics, and language and literacy; Allan Luke from Australia on critical literacy and applied linguistics; Carmen Luke from Australia, on feminism and critical pedagogy; Sarah Michaels from the United States, on classroom discourse; and Martin Nataka on indigenous education and higher education curriculum. The article "A Pedagogy of Multiliteracies: Designing Social Futures"  published in 1996, documents the New London Group's "manifesto" of literacy pedagogy that is recommended for use in educational institutions, in the community, and within organizations. Situated practice Situated Practice, originally formulated by the New London Group (1996) as one of the related components of Multiliteracies Pedagogy, is constituted by immersion in meaningful practices within a community of learners who are culturally and linguistically diversified. It involves situating meaning making in real-world contexts and taking account of the affective and sociocultural needs of learners. This aspect of the curriculum needs to draw on the lifeworld experiences of students, as well as their out-of-school communities and discourses, as an integral part of the learning experience. In order to apply Situated Practice to curriculum realities, Cope & Kalantzis (2009) reframed it as “experiencing” (p. 184). They believe human cognition is situated and contextual, and meanings are grounded in the real world of patterns of experience, action and subjective interest. Experiencing takes two forms. Experiencing the known–learners bring their own, invariably diverse knowledge, experiences, interests and life-texts to the learning context. Activities of experiencing the known involve showing or talking about something familiar-listen, view, watch and visit, reflecting on learners' own experiences, interests and perspectives (Cope & Kalantzis, 2015). Experiencing the new–learners are immersed in new situations or information, observing or taking part in something that is new or unfamiliar, but within the zone of intelligibility and close to their own life-worlds. For example, teachers introduce something new but which makes sense by immersion in experiments, field trips and investigations in projects (Cope & Kalantzis, 2015). Transformed Practice subsequently underwent reformation and was renamed "Applying" as part of "Knowledge Processes" (Cope & Kalantzis, 2009, p. 184), formerly known as Multiliteracy pedagogy. Applying is considered as the typical focus of the tradition of applied or competency-based learning (Cope & Kalantzis, 2015). While learners actively learn by applying experiential, conceptual or critical knowledge in the real world, learners act on the basis of knowing something of the world, and learning something new from the experience of acting. That is, applying occurs more or less unconsciously or incidentally everyday in the lifeworld, since learners are usually doing things and learning by doing them. Applying can occur in two ways: Applying appropriately concerns how knowledge is perceived in a typical or predictable way in a particular situation. For instance, meanings are expressed in a way that corresponds to the conventions of a semiotic or meaning-making setting (Cope & Kalantzis, 2015). Applying appropriately also involves the application of knowledge and understanding of the complexity of real-world situations. Learners then examine if they are valid. Examples of activities include writing, drawing, solving a problem, or behaving in the usual and expected manner in a real-world situation/simulation (Cope & Kalantzis, 2015). Applying creatively involves the way learners transform knowledge they have learned from a familiar context and use it in a different context, unfamiliar to learners. As applying creatively is related to being active in the innovative and creative world, learners ’ interests, experiences, and aspirations can be promoted. Examples of activities are taking an intellectual risk, applying knowledge to a different setting, suggesting a new problem, and translating knowledge into a different mix of modes of meaning (Cope & Kalantzis, 2015). References The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review, 66 (1), 60-93. Cope, B. & Kalantzis, M. (Eds.) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge: London. Cope, B., & Kalantzis, M. (2009). “Multiliteracies” : New literacies, new learning. Pedagogies: An international journal, 4(3), 164-195. Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp. 1–36). London: Palgrave "Putting Multiliteracy to the Test" Accessed 2-26-14 Kalantzis, M., and Cope, B. (2012). Literacies. Cambridge: Cambridge University Press. Chapter 4. Selber, S. (2009). "Multiliteracies for a Digital Age". Southeastern Illinois University Press: USA
The New London Group The New London Group is a group of ten academics who met at New London, New Hampshire, in the United States in September 1994, to develop a new literacy pedagogy that would serve concerns facing educators as the existing literacy pedagogy did not meet the learning needs of students. Their focus was on replacing the existing monolingual, monocultural, and standardized literacy pedagogy that prioritized reading and writing, with a pedagogy that used multiple modes of meaning making. They emphasised the use of multiple modes of communication, languages, and multiple Englishes to reflect the impact of new technologies and linguistic and cultural diversity, instead of developing competence in a single national language and standardized form of English. The ten academics brought to the discussion their expertise and personal experience from different national and professional contexts. Courtney Cazden from the United States has worked in the areas of classroom discourse and multilingual teaching and learning; Bill Cope from Australia, on literacy pedagogy and linguistic diversity, and new technologies of representation and communication; Mary Kalantzis from Australia, on experimental social education and citizenship education; Norman Fairclough from the United Kingdom, on critical discourse analysis, social practices and discourse, and the relationship between discursive change and social and cultural change; Gunther Kress from the United Kingdom, on social semiotics, visual literacy, discourse analysis, and multimodal literacy; James Gee from the United States, on psycholinguistics, sociolinguistics, and language and literacy; Allan Luke from Australia on critical literacy and applied linguistics; Carmen Luke from Australia, on feminism and critical pedagogy; Sarah Michaels from the United States, on classroom discourse; and Martin Nataka on indigenous education and higher education curriculum. The article "A Pedagogy of Multiliteracies: Designing Social Futures" , published in 1996, documents the New London Group's "manifesto" of literacy pedagogy that is recommended for use in educational institutions, in the community, and within organizations. Situated practice Situated Practice, originally formulated by the New London Group (1996) as one of the related components of Multiliteracies Pedagogy, is constituted by immersion in meaningful practices within a community of learners who are culturally and linguistically diversified. It involves situating meaning making in real-world contexts and taking account of the affective and sociocultural needs of learners. This aspect of the curriculum needs to draw on the lifeworld experiences of students, as well as their out-of-school communities and discourses, as an integral part of the learning experience. In order to apply Situated Practice to curriculum realities, Cope & Kalantzis (2009) reframed it as "experiencing" (p. 184). They believe human cognition is situated and contextual, and meanings are grounded in the real world of patterns of experience, action and subjective interest. Experiencing takes two forms. Experiencing the known–learners bring their own, invariably diverse knowledge, experiences, interests and life-texts to the learning context. Activities of experiencing the known involve showing or talking about something familiar-listen, view, watch and visit, reflecting on learners' own experiences, interests and perspectives (Cope & Kalantzis, 2015). Experiencing the new–learners are immersed in new situations or information, observing or taking part in something that is new or unfamiliar, but within the zone of intelligibility and close to their own life-worlds. For example, teachers introduce something new but which makes sense by immersion in experiments, field trips and investigations in projects (Cope & Kalantzis, 2015). Transformed Practice subsequently underwent reformation and was renamed "Applying" as part of "Knowledge Processes" (Cope & Kalantzis, 2009, p. 184), formerly known as Multiliteracy pedagogy. Applying is considered as the typical focus of the tradition of applied or competency-based learning (Cope & Kalantzis, 2015). While learners actively learn by applying experiential, conceptual or critical knowledge in the real world, learners act on the basis of knowing something of the world, and learning something new from the experience of acting. That is, applying occurs more or less unconsciously or incidentally everyday in the lifeworld, since learners are usually doing things and learning by doing them. Applying can occur in two ways: Applying appropriately concerns how knowledge is perceived in a typical or predictable way in a particular situation. For instance, meanings are expressed in a way that corresponds to the conventions of a semiotic or meaning-making setting (Cope & Kalantzis, 2015). Applying appropriately also involves the application of knowledge and understanding of the complexity of real-world situations. Learners then examine if they are valid. Examples of activities include writing, drawing, solving a problem, or behaving in the usual and expected manner in a real-world situation/simulation (Cope & Kalantzis, 2015). Applying creatively involves the way learners transform knowledge they have learned from a familiar context and use it in a different context, unfamiliar to learners. As applying creatively is related to being active in the innovative and creative world, learners ' interests, experiences, and aspirations can be promoted. Examples of activities are taking an intellectual risk, applying knowledge to a different setting, suggesting a new problem, and translating knowledge into a different mix of modes of meaning (Cope & Kalantzis, 2015). References The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review, 66 (1), 60-93. Cope, B. & Kalantzis, M. (Eds.) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge: London. Cope, B., & Kalantzis, M. (2009). "Multiliteracies" : New literacies, new learning. Pedagogies: An international journal, 4(3), 164-195. Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp. 1–36). London: Palgrave "Putting Multiliteracy to the Test" Accessed 2-26-14 Kalantzis, M., and Cope, B. (2012). Literacies. Cambridge: Cambridge University Press. Chapter 4. Selber, S. (2009). "Multiliteracies for a Digital Age". Southeastern Illinois University Press: USA
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