Explore multiliteracies and diverse approaches to literacy pedagogy in contemporary educational contexts.
Explore multiliteracies and diverse approaches to literacy pedagogy in contemporary educational contexts.
This course, led by Dr. William Cope and Dr. Mary Kalantzis from the University of Illinois Urbana-Champaign, examines the concept of "multiliteracies" and various approaches to literacy teaching and learning. It begins by exploring the social context and aims of literacy education, then delves into historical and contemporary pedagogical approaches. The course adopts a 'Multiliteracies' perspective, expanding the definition of literacy to encompass multimodal communications and diverse cultural contexts. It introduces a range of activity types for literacy learning: experiential, conceptual, analytical, and critical. The curriculum covers four major traditions in literacy pedagogy: didactic, authentic, functional, and critical approaches, analyzing their strengths and weaknesses. Throughout, the course emphasizes the importance of a diverse pedagogical repertoire in literacy education.
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English
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What you'll learn
Understand the concept of 'multiliteracies' and its relevance to contemporary education
Explore the social context and aims of literacy teaching and learning
Analyze the evolution of human communication and its impact on literacy needs
Examine different activity types in literacy pedagogy: experiential, conceptual, analytical, and critical
Understand and compare four major approaches to literacy teaching: didactic, authentic, functional, and critical
Develop skills in designing effective literacy learning activities
Skills you'll gain
This course includes:
2 Hours PreRecorded video
1 quiz
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There are 4 modules in this course
This course provides a comprehensive exploration of literacy teaching and learning, focusing on the concept of 'multiliteracies' and various pedagogical approaches. It covers the social context and aims of literacy education, examining how literacy needs have evolved in contemporary work, public, and community settings. The curriculum introduces a range of activity types for literacy learning: experiential, conceptual, analytical, and critical. It then delves into four major traditions in literacy pedagogy: didactic, authentic, functional, and critical approaches. Throughout, the course emphasizes the importance of a diverse pedagogical repertoire, encouraging educators to understand and apply various approaches to meet diverse learner needs in multimodal communication contexts.
The Aims of Literacy
Module 1 · 6 Hours to complete
Theory and Practice of Literacies Learning and Teaching
Module 2 · 2 Hours to complete
Didactic + Authentic Approaches to Literacy
Module 3 · 3 Hours to complete
Functional + Critical Approaches to Literacy
Module 4 · 3 Hours to complete
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Instructors
Professor in Educational Policy Studies at the University of Illinois Urbana-Champaign
Dr. Bill Cope is a Professor in the Department of Educational Policy Studies at the University of Illinois Urbana-Champaign. He serves as the Principal Investigator on several significant projects funded by the Institute of Educational Sciences within the U.S. Department of Education and the Bill and Melinda Gates Foundation, focusing on the research and development of educational technologies. From 2010 to 2013, he held the position of Chair of the Journals Publication Committee for the American Educational Research Association. His recent publications include The Future of the Academic Journal (co-edited with Angus Phillips, Chandos, Oxford, 2009/2nd edition 2014) and Towards a Semantic Web: Connecting Knowledge in Academic Research (co-authored with Mary Kalantzis and Michael Magee, Woodhead, Cambridge, 2010). Dr. Cope holds one patent and has two pending patents in e-learning and web publishing. Alongside Mary Kalantzis, he co-authored New Learning: Elements of a Science of Education (Cambridge University Press, 2008/2nd edition 2012) and Literacies (Cambridge University Press, 2012), and co-edited Ubiquitous Learning (University of Illinois Press, 2009). For more information about his work, visit his research website at newlearningonline.com.
Professor in Education Policy at the University of Illinois Urbana-Champaign
Dr. Mary Kalantzis is a Professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois Urbana-Champaign. She served as Dean of the College of Education from 2006 to 2016 and previously held the position of Dean of the Faculty of Education, Language and Community Services at RMIT University in Melbourne, Australia. Dr. Kalantzis has also been President of the Australian Council of Deans of Education and has contributed to various educational organizations, including serving as a Commissioner for the Australian Human Rights and Equal Opportunity Commission. Alongside Bill Cope, she has co-authored or co-edited several influential books, including New Learning: Elements of a Science of Education (Cambridge University Press, 2008; 2nd edition, 2012), Literacies (Cambridge University Press, 2012; 2nd edition, 2016), and A Pedagogy of Multiliteracies (Palgrave, 2016). Her work focuses on advancing educational practices through innovative approaches to literacy and learning in diverse contexts. For more information about her research and contributions, visit her profile at newlearningonline.com.
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4.5 course rating
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