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International Literacy Association, Wiley are collaborating with JSTOR to digitize, preserve
and extend access to Journal of Adolescent & Adult Literacy
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Journal of Adolescent & Adult Literacy 52(3)
November 2008
doi:10.1598/JAAL.52.3.2
@ 2008 International Reading Association
(pp. 190-201)
* There are 6 boys who are working with behavior management staff.
One was recently diagnosed with attention deficit disorder.
" This class holds more than half of the total citations in the whole school
Sarah knows that she needs to try something new, both for the students' sake
and her own! She asks herself, How do I engage these students and improve
their literacy skills at the same time?
Students often enter my undergraduate literacy curriculum and pedago-
gy classes with conflicting and certainly varied notions about which literacy
practices "matter" in middle years classrooms. Media debates in Australia
and elsewhere promote different viewpoints about the importance of mak-
ing learning interesting and relevant versus teaching students the basics of
spelling, grammar, sentence structure, comprehension, and so on (see, for
190 example, Donnelly, 2006). These preservice teachers say that they can see
why we need to engage middle years students in authentic learning activities.
Yet many of their experiences during the practicum seem to suggest that basic
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skills are more important, particularly given the time Council on Adolescent Development, 1989; Jackson
constraints in an already crowded curriculum. & Davis, 2000). The middle years are seen as signifi-
I introduce students to an approach to planning cant in terms of the changes that young people expe-
that suggests that these debates about what matters in rience, their increasing awareness of the world around
literacy are moot. We can successfully plan authen-
them, and their increased susceptibility to alienation.
tic literacy projects that have basic skills as integral to
Middle years policies often suggest that students in
the practices required for the success of the authentic
these years should be engaged through connectedness
outcomes. The skills (which span a variety of modes)
to the world, intellectual stimulation, and the recog-
are explicitly unpacked to ensure that students have
nition of difference and diversity (Carrington, 2002;
the resources they need to be successful in all literacy
practices and to address the skills scope and sequence Education Queensland, 2003; Ministerial Advisory
charts of syllabus documents. This approach to plan- Committee for Educational Renewal, 2003).
ning is based upon a multiliteracies pedagogic frame- For youths in a contemporary, globalized society,
work (Kalantzis & Cope, 2005; The New London life is characterized by change. There is nothing star-
Group, 2000), which favors authentic projects as ve- tling about such a statement-indeed, any generation
hicles for learning key skills and knowledge processes. of youths from the baby boomers to post-1970s youth
These projects matter in all of the ways that are relevant
could be described in this way. What is of significant
for middle years students. They are community based,
interest is the multitude of ways in which contem-
cross-curricular, and connected to students' complex
porary youth respond to and negotiate such change,
textual lives, which make them authentic. They cater
growing up as they are in drastically different social
to diverse needs and build upon diverse strengths so
that not all students need to achieve the outcomes in conditions. In a society characterized by risk and indi-
vidualism (Bauman, 2001; Beck & Beck-Gernsheim,
exactly the same way. They raise the intellectual bar
as deep, substantive issues are introduced, analyzed, 2002), with increasing levels of responsibility and
and incorporated into the outcomes. They support choice (Furlong & Cartmel, 2007; Wyn & Woodman,
students as learners by giving them real responsibility 2007), young people face new imperatives to perform
for their learning and by explicitly teaching them key identities and to generate new forms of expression and
academic skills. All of these conditions matter if we participation.
Cc
4-J
are to engage students in the middle years as success- Less predictable life pathways (C6te, 2002) mean to
classrooms.
,__
Middle Years Students their performances at school; hence, assuming that all C,
w,
Zealand, the United States, Australia, and Singapore are stimulated intellectually, and are also supported
(Carrington, 2002). These reforms have typically chal- academically to develop the skills and knowledge that
191
lenged the notion of adolescents as incapable of diffi- they need? A multiliteracies pedagogic framework of-
cult and analytic thinking (see, for example, Carnegie fers much potential for such goals.
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Multiliteracies Designs and Pedagogy the work, collaboration, and engagement. He argued
that students must be active participants in authentic
In 1996, the New London Group met to discuss the
curricula, where student achievement equals student
emerging literacy needs for a new world that empha-
engagement.
sizes the complex potential of language as a productive
Cope and Kalantzis (2000b) captured the essence
and innovative meaning-making system in culturally
of multiliteracies when they described it as creating
diverse "new times" (Hall, 1992). They argued that
a different way of learning or coming to know "in
the young people of today operate within what they
came to call "multiliteracies," a complex set of com- which language and other modes of meaning are dy-
munication media involving many different kinds of namic representational resources, constantly being
text, including video, CD, truncated language forms remade by their users as they work to achieve their
used in computer speak, SMS/MMS communication various cultural purposes" (p. 5). Cope and Kalantzis
(short text or visual messaging on mobile phones or (2000a) indicate that these various modes of repre-
computers), alternative verbal communication with sentation that learners access include linguistic, vi-
hybrid words and sentences (for example, making sual, audio, gestural, and spatial with combinations
new words or phrases by merging existing ones), of these as multimodal design (see Figure 1). These
gestural communication, audio literacies, and more. design areas have been represented as overlapping, as
Kress and van Leeuwen (2006) suggested that forms there is not always a clear distinction between differ-
of communication that are based solely on written ent designs. For example, perspective and layout on
language are untenable in this new knowledge soci- a page could be considered part of both visual and
ety. Kist (2003) argued that literacy achievement in spatial design.
these new times includes fluency in multiple forms Kalantzis and Cope (2005) have more recently
of representation, critical thinking and talking about developed the multiliteracies model as a pedagogic
a,
E
O
e-
Audio Design
Music, sound effects, voice quality,
voiceover effects, silences
ca
L"-
=3
CD
06 Linguistic Design
Gestural Design
Text types and structures, cohesion,
Bodily control and placement, proxemics,.
modality, textual features, vocabulary,
kinetics, gesture, emotional effect,
figurative elements, grammars, syntax,
presentation, behavior
0a semantics
192
Note. Adapted from Cope, B., & Kalantzis, M. (2000). Designs for social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design
of social futures (pp. 203-234). Melbourne, Australia: Macmillan.
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framework through their understanding of meaning Mills's (2006) findings suggest that the implementa-
making as a combination of knowledge processes- tion ofmultiliteracies projects must include a focus on
that is, we learn by doing. They suggest that learners an inclusive classroom, where meaning making and
or novices (where the teacher or instructor is seen as cultures are seen as dynamic and changing rather than
a learner alongside the students) need the opportu- as stable and regular. Pandian and Balraj (2005) argued
nity to engage in four broad knowledge processes: that teacher professional preparation must include as-
experiencing the known and the new, conceptualizing by pects of this type of planning and implementation if it
identifying and theorizing, analyzing functionally and is to have long-term success.
critically, and applying appropriately and creatively. I turn now to some practical manifestations of
These knowledge processes constitute what they term a multiliteracies approach to learning in the middle
a transformative curriculum, which differs from inquiry years. I provide some snapshots of a three-step model
learning in that it emphasizes different sequences for of contextualized planning. See Table 1 for an outline
different learners and areas of knowledge. Student di- of the model.
versity and multiple ways of thinking and learning are This type of planning suggests that students are
paramount in this approach. investigators who are putting their skills to work to
Working from a research question that is perti- solve a problem or address an issue that is relevant to
nent to student lives and that addresses issues and in- them. Thus, the projects should start with a question.
terests in society is central to new learning theory and Catering for diverse interests and needs is also a key
the notion of longer term curriculum projects. This element for engaging middle years students. Within
approach has been used variously in classrooms across the project, it is desirable that groups of students
Australia (see, for example, Healy, 2004; Mills, 2006), work on different facets of the project to build their
Singapore (Tan, 2008), Canada and the United States strengths and to develop their skills and knowledge.
(Kist, 2003), and Malaysia (Pandian & Balraj, 2005). In this sense, not all students need to produce exactly
Step 1: Conceptualize(with students) the ideas and knowledge base for Include the following:
L-.
a)
l-
Step 2: Unpackthe ideas to determine specific literacy skills and knowledge Use the multiliteracies designs to unpack literacy skills and knowledge, a)
that students need to experience or be explicitly taught to achieve the including the following:
outcomes. " Linguistic
" Gestural :33
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LU
" Spatial
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" Audio 1.1.
" Visual
Step 3: Strategize the pragmatics of the project: detailed short-term The three-step model can also be used for short-term planning of c
C)
planning. sequences of lessons or learning episodes across the project, including the
.m
following:
Step 1: Conceptualize the topic, the context, and the platform.
Step 2: Unpack the design skill.
Step 3: Strategize how these new skills and knowledge can be applied 193
in authentic ways.
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the same outcome,
Key n
Knowle
explicit instruction
mine whichi
achieve literacy
from and
schoo
literacies (Moje,
may 2007
includ
ing different pathway
" Health a
ects. Moje's (2007) no
communit
for subject matter inst
" English-
literacies framework.
speaking,
learn not only about
critical str
how to question it and
it to their " Studies
lives and to
a view of similar)-d
subject mat
ways of influences
producing kn
sion maki
multiple disciplines.
plaining ca
eracies approach, albei
design * Informa
elements rather
Assessmentmanipulat
of such p
the use
knowledge of int
proces
sources of
ate rubrics and to guid
group assessments (se
Movement
In the following proje
are integral
ect idea using the thre
evant for a
not include within
the full ga
the
rather, I provide
programillust
of
I have used a project
suggest tha
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activities,
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education (HPE),
ple, a whic
beach
E Queensland curriculu
activities t
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relevant in from
the Austra
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veloped de
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communities and th
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may includ
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" Try an ac
political capital (Gard
miliar skill
It is
important to plan
relevant to " Choose
the comman
ra
00
in the tinue
class. See to p
Ryan
related to the
* arts curr
Consider
performan
oZ
--
-3
Project Snapsho
. Join a gr
0.
Health you
and have
Phy r
Step 1: Conceptua
Possible m
breadth of
194
Project Question. Ho
nancial, and
independent and lifelon
our * Group
community #
(adap
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n Group #2-walking/hiking current participation rates in the local school or com-
n Group #3- spiritual/muscular activities (e.g., munity, and survey results to suggest typical clientele
group tasks may be presented and displayed at a com- contact relevant groups or individuals to invite them
munity event or in a community focal point on a des- to participate. It makes sense to plan projects that are
ignated day. The tasks may include research findings feasible in the local community.
about the relevant movement activity, information Each group would be guided by an additional
about community facilities, associated costs, neces- mentor for their outcome task. For example, a group
sary and optional equipment, physical mobility re- producing a film documentary could work with a lo-
quirements, significant cultural impacts pertaining to cal filmmaker or media specialist either in person or
the suitability of the activity, possible risks or barriers, in an e-mail. Media departments in secondary schools
All Performance log-includes documentation of physical activities, progress, changes in general fitness and attitudes. May include arti-
facts such as digital photos, time/duration improvements, comments from mentor, and drawings. May be digital or print.
All Contribution to school website-develop a community health page, load outcome tasks or representations (photos or film footage) as
ongoing class responsibility, and appoint web director to maintain page.
o
1 Film documentary of the focus game-includes information about rules of the game and how to play, segments of game play with voice-
over depicting functional analysis with tips for improved performance related to timing, spatial and motor skill elements of the game,
a_
interviews with community players, and so forth.
2 Montage-includes photographs, scale maps of walking tracks, scale models showing gradients of particular hiking trails, and descrip-
tions and displays of appropriate clothing and equipment, including explanations of "breathable" or "moisture-wicking" fabric technology,
and so forth.
C/)
3 Movement demonstration-planned sequence of hierarchical muscle control, introducing levels of meditation, breathing, and equipment a,
use. Voice-over or PowerPoint presentation that provides information and commentary about the activity accompanies demonstration.
a)
a,
OC
4 Choreographed dance demonstration-specific attention to gestural, spatial, and visual aspects of body movement, along with audio C,
-o
components to introduce mood and tempo. Voice-over that explains the functional analysis of the movements and provides the com- .-
5 Information booklet-mass-produced for distribution in the community. Liaise with local printing/copying company. Focus on creative Co
visual impact, spatial layout, and appropriate linguistic forms. Include photographs, advertisements for local sponsors (e.g., bike shops),
and scale maps of suitable road/trail routes graded for difficulty. Explain technology of lightweight titanium or carbon materials used for
195
high-performance bicycle construction, advantages and disadvantages of click-in pedals, and so forth.
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or universities may be useful contacts. The
cause/effect, variety
time/order, problem/solution,
of outcome tasks can be reduced if school or com- argument
munity resources are limited. Some teachers plan one
" Research skills including locating, organizing,
major outcome task for the whole class, with different
and synthesizing information
groups taking responsibility for different sections (e.g.,
" Functional grammar as a critical tool of repre-
designing a product, marketing the idea, developing a
sentation and analysis
website, planning finances).
* Contextual and textual features of several text
Flexible Sequencing. I have seen a number of teach-
types to be read and written by some or all stu-
ers harness the organizational skills of their students
dents, with varying levels of expertise, includ-
to plan timelines and keep everyone on track in their
ing the following:
text outcomes. Pasting a large term calendar on the
wall can keep everyone in the loop in terms of targets * Reflective log writing
and deadlines. Broad targets, such as when the website * Annotations
and then add them to the calendar. Notes about book- * Descriptions
ing times with media departments can also be added.
* Explanations
It is useful for project groups to come together
* Analytical comments
regularly for whole-class meetings during which they
* Advertisements
can report progress, share what they have learned, and
outline what their next target is. This level of respon- * Information reports
sibility can motivate students to achieve their goals. * Commentaries
00
-o Knowledge Objectives. It is essential that teachers Gestural Design
provide opportunities throughout the project for stu-
" Body positioning, size, and meanings generated
dents to learn by doing. Kalantzis and Cope's (2005)
in different contexts
E four broad, overlapping knowledge processes will be
used here as a guide in Table 3 for facilitating such " Linking of bodily sequences
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Table 3 Concepts and Knowledge Within the Project
" Conduct functional analyses (e.g., effectiveness of text layout, ball distribution
during a game, use of space in text or movement)
" Analyze critically text and movement activities (e.g., omissions; inclusions; de-
termining those who benefit or are marginalized by texts or movement activities;
recognizing multiple viewpoints or motor actions that are influenced by social,
cultural, and historical discourses; mapping the relationships between individual
choices and social influences or structures)
" Correct subject terminology related to texts or movements do not understand how they contribute to enhanced performance
" Written synopses of overall tasks that show the interrelating components
L-
" Functional analysis by students of associated lead-up a Helping students to frame their competencies gained within the learning context
tasks, necessary resources, and possible timelines in social, political, ideological, historical, and value-centered ways (e.g., How do
" Functional analysis of key texts in terms of structure; expectations of society affect their activities?)
cr
effective use of visual, spatial, or audio elements; ap- " Understanding that visual modes of meaning in health should be viewed as -,
propriate use of language. Interaction of design elements problematic and alternative images of "healthy bodies" should be juxtaposed
(r,
and readability can be used to inform students' own against stereotypical visages (e.g., What do we make of wheelchair athletes or Q
constructions of similar texts Sumo wrestlers? Not exactly the conventional picture of health and fitness, but
oa
a Functional analysis of physical activity by viewing a nonetheless they perform at the highest level.)
* Use new skills and knowledge (from experiencing the * Students should not just be trained to construct prescriptive texts or perform
t-
C/
a Transform practices in game play with improved technical in new and different ways to achieve multiple purposes a)
LU
* Document applications of new skills or abilities to show * Teachers need to liberate the capacities of students to take risks in the production
evidence of ongoing application. In this project, the of texts and should create conditions during physical activity in which students 197
performance log task will enable students to document make decisions based on their ability to assess the context of the activity and try
such applications new moves or new sequences of known moves
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" Cohesive layout and connective techniques
pedagogically of
effective, but that in many instances,
website, booklet, log, montage, and PowerPoint
we should access student knowledge first.
presentation In the following steps, I provide examples for ex-
plicit
" Development of organizational lesson or episodeof
flowcharts planning that also follow the
texts contextualized three-step model for project planning
as outlined earlier.
" Placement of print text and images in texts
" Use of space in texts and in physical contexts Step 1: Conceptualize the Topic, the Context, and the
" Development of graphic organizers for improved " Explore ways in which meaning is made acces-
sible for others in the immediate or wider com-
comprehension
munity, and why different people take different
" Film editing and splicing
views from one another (analyzing).
- Use of color, line, shape, size, perspective, fore-
ground, background, shot style in visual texts
" Connect personal knowledge (the known) to
the knowledge of local others and to the wider
" Meanings portrayed by visual contours of the
community (experiencing, conceptualizing).
body, for example muscle definition, body
shape, facial features " Use K-W-L (what I know, what I want to learn,
O and what I've learned) charts, Y-charts, SWOT
E " Editing and loading digital photos and scanned
(strengths, weaknesses, opportunities, threats)
images
z
analyses, or other conceptual maps to chart
" Type colors and icons
knowledge (conceptualizing, analyzing).
Cu
Step 3: Strategize
a, atic (conceptualizing, analyzing).
Short-Term Planning of Strategies and Activities. An
" Deepen student knowledge of the subject
important shift from traditional pedagogic practices
through research and exploring new resources
concerns the creation of opportunities for students to
co (experiencing, analyzing).
express their knowledge, try different approaches to
00
0
c,
198 provide, in many cases, opportunities for students to , Deepen knowledge through problem solv-
take risks and to be more innovative. This does not ing and scenarios (conceptualizing, analyzing,
mean that teacher demonstration or modeling is not applying).
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In the following linguistic design element n Understand that narratives accessed by middle
example-teaching a new text type-strategies and years students can be quite complex. Developing
activities that use the four knowledge processes are plot profiles, character profiles, and sociograms
shown.
can aid comprehension.
* Provide a variety of real-life examples of the text n Teach paragraphing explicitly, as it can be dif-
type so students can conceptualize and analyze ficult to grasp. Cut up sentences from a para-
their common or different features and choose a graph and ask students to classify them as topic
structure that suits their purpose, audience, and sentences, elaborating sentences, or synthesizing
mode (experiencing, conceptualizing, analyzing). sentences. Students can also be encouraged to
" Provide opportunities for students to experi- retell the paragraph orally in their own words
ment with ways that the text type could change using a similar structure.
according to audience, medium-such as a m Use popular song lyrics to show how language
newspaper, brochure, or website-or mode- is used to position people and groups. Students
such as oral, written, or visual (experiencing, identify the participants (nouns) and the attri-
conceptualizing, analyzing, applying).
butes (adjectives) and processes (verbs) that are
Step 2: Unpack the Design Skill. This is where the ex- associated with the participants to develop a
plicit teaching and guiding can happen. Once students comparison chart of how the characters are po-
have established a workable text structure as indicated sitioned in the text according to gender, race,
in Step 1 on page 198, explicit teaching of specific sexual orientation, group identity, and so forth.
elements can occur using example texts. For exam-
m Teach students to use coding strategies to an-
ple, textual features, such as paragraphing, grammar,
notate their work. For example, when writing
sentence structure, top-level structure, and so forth,
a new text type, they can label the sections and
can be taught in context. Students in the middle years
the key textual features down the side. This
need to be taught to notice relationships within and
can also work when reading-students can use
across texts, to check the purposes of textual features,
sticky notes to code sections of the text that re-
and to develop strategies for engaging with and pro-
L-
m
o
* Compare/contrast structures of traditional texts Step 3: Strategize HowThese New Skills and Knowledge C/)
0)
C
>-
and multimedia texts. How do texts change for Can Be Applied in Authentic Ways. Students are given
different subject matter, audiences, platforms, or opportunities to apply new skills and knowledge in cm
D-
LU
modes?
an achievable lead-up task to the overall project out- cm
* Show how explanations use action verbs to ex- come. For example, in one teaching episode, students r.
plain phenomena. Ask students to sketch the might produce the introductory paragraph of their
main objects from the text, name them (e.g., information report, show the first two slides of their
199
asthma attack), then list the associated action PowerPoint presentation, or take notes from several
verbs (e.g., wheeze, cough, gasp). sources using keywords.
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Tips Multiliteracies projects, such as the ones I have
described in this article, have much to offer teachers of
Additional tips for implementing multiliteracies proj-
middle years students. The standardized, print-centric
ects include the following:
assessment required by government policy seems to be
m Diverse cultural and social backgrounds are unavoidable, at least for now. However, as teachers,
implicit in these projects. Token "multicultur- we must not be held ransom to such traditional views
al days" are not seen as authentic; rather, the of learning and knowledge that promote "sameness,"
students continually engage with texts and ex- "correct" answer (singular), and print-based skills
periences that reflect the diversity of our com- (Kalantzis & Cope, 2005). Teachers can still include
munities and viewpoints. Some communities the old "basics" in their programs, but they must be
may have different emphases in some modes, part of the new "basics" of multimodal texts, mul-
such as the absence of eye contact and the use of
tiliteracies, technologies, collaboration, new ways of
silence in Indigenous Australian communities
knowing, innovation, problem solving, and creativity.
(Martin, 2008).
As Kist (2003) suggested, "a print-centric focus for
m Students for whom English is a second or ad- student achievement in our schools may be holding
ditional language benefit from both the authen- some of our adolescent readers and writers back from
tic tasks (to which they can bring their own achieving to their utmost capabilities and developing
backgrounds and knowledge) and the explicit meaningful literacy lives that will last them well into
teaching of skills (Dooley, 2008). Vocabulary this century" (p. 10).
and texts can include English as well as other
languages represented in the classroom. References
a The teacher doesn't need to be an expert in every Bauman, Z. (2001). The individualized society. Malden, MA:
a variety of community resources, including points: Preparing American youth for the 21st century: The report
for the task force on education of young adolescents. New York:
E human resources and physical resources.
Carnegie Corporation.
z
C,,
Carrington, V. (2002). The middle years of schooling in Queensland:
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Back to the Opening Example: A way forward. Brisbane, QLD, Australia: Education
cr)
Queensland.
..i
What Did Sarah Do?
Cope, B., & Kalantzis, M. (2000a). Designs for social futures. In
Ln
a,q
Sarah thought back to the multiliteracies unit she did B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning
and the design of socialfutures (pp. 203-234). Melbourne, VIC,
at university-could she try this with such a challeng-
Australia: Macmillan.
ing class? Nothing else seemed to be working, so she
coZ
Cope, B., & Kalantzis, M. (2000b). Introduction: Multiliteracies:
0
decided it was worth a shot; if students started coming The beginnings of an idea. In B. Cope & M. Kalantzis (Eds.),
to school again, it would be worth it. Sarah planned a Multiliteracies: Literacy learning and the design of socialfutures (pp.
co
multiliteracies, problem-based project to engage and 3-8). Melbourne, VIC, Australia: Macmillan.
e--
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school action plan. Retrieved May 2, 2006, from education.qld. struction: A review of the literature on disciplinary lit-
gov.au/etrf/middle.html eracy teaching. Review of Research in Education, 31(1), 1-44.
Furlong, A., & Cartmel, A. (2007). Young people and social change: doi:10.3102/0091732X07300046
New perspectives (2nd ed.). Maidenhead, England: Open The New London Group. (2000). A pedagogy of multiliteracies:
University Press. Designing social futures. In B. Cope & M. Kalantzis (Eds.),
Gard, M. (2004). An elephant in the room and a bridge too far, or Multiliteracies: Literacy learning and the design of socialfutures (pp.
physical education and the "obesity epidemic." In J. Evans, B. 9-38). Melbourne, VIC, Australia: Macmillan.
Davies, &J. Wright (Eds.), Body knowledge and control: Studies in Pandian, A., & Balraj, S. (2005). Approaching Learning by Design
the sociology of physical education and health (pp. 68-82). London: as an agenda for Malaysian schools. In M. Kalantzis & B.
Routledge. Cope (Eds.), Learning by Design (pp. 285-314). Altona, VIC,
Australia: Common Ground.
Gard, M., & Wright, J. (2001). Managing uncertainty:
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