Multiple Literacies
This week’s readings reminded me much of apprenticeship culture, one that shows students how to make meaning or how to use available means to interpret, think, and participate in a culture. Earlier in the semester, I talked a bit about quilting as literacy. The picture above goes along with this idea as children are learning by looking to their teacher for guidance. In many ways, our readings are calling for this type of instruction; one that does not privilege writing as the only literacy, but takes in to account different ways of thinking and knowing to create and understand rhetorical situations.
In “Gaming, Student Literacies, and the Composition Classroom: Some Possibilities for Transformation,” Jonathan Alexander looks at gaming and its instructions as teaching tools within a writing classroom; he wants games to become “primary texts” in a classroom setting (37). Alexander writes that directed gaming can enhance a student’s critical thinking and engagement. The table on page 55 delved into the pedagogical implications of teaching gaming and the many reasons for giving the medium a chance in the classroom. He echoes James Gee and Gunther Kress’s work as he notes that “games and new media experience can promote not only a toleration of and even interest in cultural difference, but also an understanding of the role of communication in mediating that difference and the role of literacy in working collaboratively with cultural differences in mind” (49). The most interesting point in this sentence is the idea of “tolerating” difference, which, I believe, has to go a step further to truly understand, respect, and negotiate with other voices, as Alexander notes.
In that same vein, Cythnia Selfe’s article created a needed windstorm of energy and excitement in regards to multimodal literacies and an overall look back to the underpinnings of composition studies. In the multimodal event, Selfe notes that composition is “ideologically centered” and serves those who view intelligence as something linked with writing. Other people who may have cultural difference, disabilities, or those who depend on other semiotic means are left in the cold. Her argument, which she acknowledges, is not a new one. In fact, I like this piece because it seems to nicely place all of our readings and observations in to a real world context, one that we are able to see and listen to as people outside of our classroom aurally weigh in on a topic that impacts us. But, before I get ahead of myself, I’d like to address the written debate.
In “Gaming, Student Literacies, and the Composition Classroom: Some Possibilities for Transformation,” Jonathan Alexander looks at gaming and its instructions as teaching tools within a writing classroom; he wants games to become “primary texts” in a classroom setting (37). Alexander writes that directed gaming can enhance a student’s critical thinking and engagement. The table on page 55 delved into the pedagogical implications of teaching gaming and the many reasons for giving the medium a chance in the classroom. He echoes James Gee and Gunther Kress’s work as he notes that “games and new media experience can promote not only a toleration of and even interest in cultural difference, but also an understanding of the role of communication in mediating that difference and the role of literacy in working collaboratively with cultural differences in mind” (49). The most interesting point in this sentence is the idea of “tolerating” difference, which, I believe, has to go a step further to truly understand, respect, and negotiate with other voices, as Alexander notes.
In that same vein, Cythnia Selfe’s article created a needed windstorm of energy and excitement in regards to multimodal literacies and an overall look back to the underpinnings of composition studies. In the multimodal event, Selfe notes that composition is “ideologically centered” and serves those who view intelligence as something linked with writing. Other people who may have cultural difference, disabilities, or those who depend on other semiotic means are left in the cold. Her argument, which she acknowledges, is not a new one. In fact, I like this piece because it seems to nicely place all of our readings and observations in to a real world context, one that we are able to see and listen to as people outside of our classroom aurally weigh in on a topic that impacts us. But, before I get ahead of myself, I’d like to address the written debate.
Doug Hesse’s goal in writing a response to Selfe’s initial piece was to “temper Selfe’s thoughtful argument because the practices it advocates entail more than some supplemental tweak of current courses. At stake are fundamental boundaries of our current curricular landscape and our sense of its stakeholders, interests, and purposes” (605). Hesse’s main opinion speaks to who will be impacted by the multimodal changes in academe, which is a valid question. After watching the video conference, however, it seems to me that Hesse is more concerned with a question that Alexander bring up in his piece “ what are we leaving out” by moving to these new literacies” (59)? And probably, how will teachers cope with such changes as they will have to adjust their pedagogical stance (s)?
Selfe’s rebuttal to Doug’s sentiments is one that I agree with. She says that as teachers, we are constantly asking our students to write in different ways and become “life long learners,” but we do not provide the information or the means to promote such, which stagnates the learning process of both ends. What Selfe is calling for is not a complete overhaul of Freshman Comp, but a recognition and gradual incorporation of different modalities in to a classroom setting. Several people who called in to the discussion talked about uses different ways to use some form of technology in the classroom like our own Jim H. and others like Sam and Kathryn.
Although moving to a multimodal agenda can bring up issues of access for many students, and for that matter, many teachers, I think that we have to be innovative in the ways in which we impart information. Rachel Sullivan spoke of the disconnect that she experienced while in a class that did not use images in any way. Sullivan's learning style longed for images to help her remember and recall information. Valerie Lee regaled about how her mother cut the alphabet out of cardboard to help her learn to read. So, hearing these literacy narratives and thinking about the importance of multiple literacies, I hope that we as teachers can recognize the value in apprenticeship methods, while still using writing and other forms of communication so that we can actually practice what we preach.
Selfe’s rebuttal to Doug’s sentiments is one that I agree with. She says that as teachers, we are constantly asking our students to write in different ways and become “life long learners,” but we do not provide the information or the means to promote such, which stagnates the learning process of both ends. What Selfe is calling for is not a complete overhaul of Freshman Comp, but a recognition and gradual incorporation of different modalities in to a classroom setting. Several people who called in to the discussion talked about uses different ways to use some form of technology in the classroom like our own Jim H. and others like Sam and Kathryn.
Although moving to a multimodal agenda can bring up issues of access for many students, and for that matter, many teachers, I think that we have to be innovative in the ways in which we impart information. Rachel Sullivan spoke of the disconnect that she experienced while in a class that did not use images in any way. Sullivan's learning style longed for images to help her remember and recall information. Valerie Lee regaled about how her mother cut the alphabet out of cardboard to help her learn to read. So, hearing these literacy narratives and thinking about the importance of multiple literacies, I hope that we as teachers can recognize the value in apprenticeship methods, while still using writing and other forms of communication so that we can actually practice what we preach.
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