Activity 2

B:  Literacy isn’t just about reading and writing anymore. It’s fascinating how multiliteracies emphasize both linguistic diversity and multimodal forms of expression.

S: Indeed. As a researcher and a teacher, I’ve been particularly interested in how this concept can influence classroom practices. Have you seen any notable implementations?

B: Absolutely. There are classroom examples that show teachers embracing multiliteracies by incorporating a wide range of resources, from graphic novels to digital platforms to engage learners, moving away from one-size-fits-all print-centric approach to teaching and learning.

S: This view of literacy certainly differs from traditional one, doesn’t it?

B: Indeed. It represents a much more dynamic view of literacy. In traditional literacy, a learner is often placed as a passive receiver who needs to get the rules right and replicate what they’re told. Here, we see the learner as an agent in meaning-making, creating meaning and expressing who they are – meaning, their identity and experiences in the world.

So, Stephan, what are some of the modes for meaning-making that you consider crucial in your work with learners?

S: There are multiple modes, and all of them are equally important. These include speaking, writing, visual meanings, spatial arrangements, tactile experiences, gestural communication, and audio cues. In fact, we experience all of these modes of meaning-making from birth. It’s only later, when we go to school we tend to focus mainly on symbolic meaning-making, primarily through alphabetical signs in a language we’re learning.

B: Exactly, in Poland there’s a researcher, Professor Klus-Stańska, who coined a term that I particularly like. It translates into English as a ‘monologue of meanings’. It describes how we often treat knowledge as a ready-made, objective set of information prepared for students to learn before they start learning.  Knowing that meaning-making is a participatory act, involving intent, purpose, reflection in a social situation, how do you think technology can help us move away from traditional literacy into more meaningful and deeper learning in our increasingly complex and diverse world?

S: Technology can certainly help us move towards multiple modes of meaning-making in a diverse classroom. It empowers us to recreate and modify various modes of communication, blending them together to deepen our comprehension of diverse subjects across all areas of study. Let’s take this podcast as an example. What happens when someone listens to it?

B: When someone listens to this podcast, they’re taking in information and doing interpretive work. They do not necessarily understand exactly what we’re thinking, but the content may spark ideas, causing them to rethink some ideas and interpret the words in their own way. The outcome of their thinking will never be a mere reproduction, but always reinterpretation.

S: So, is that what students would do it the classroom?

B: Given the right conditions, yes. This is where the concept of productive diversity plays a major part in multiliteracies and different modes of meaning-making. Don’t you agree? What does this mean to you as a teacher?

S: Well, it means that I embrace the linguistic diversity of my students and encourage them to use their full linguistic repertoire in the classroom. But this goes beyond language. I treat diversity as an asset, not a challenge. This includes cultural diversity, diverse perspectives, and moving away from using only pre-planned content in the classroom.

However, I think there are many challenges in implementing multiliteracies pedagogy, like, teacher preparation.

B: I can imagine that teachers in different countries have different levels of preparation and may initially struggle to integrate multimodal resources effectively. There’s also an issue of assessment – how do we evaluate these diverse literacy practices?

Nevertheless, the ability to engage with diverse perspectives and apply knowledge in various contexts is crucial in our interconnected world. The more we understand about how these concepts work in practice, the better we can shape educational policies and practices to prepare students for the future