In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.
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Research Article| February 08 2010
A Pedagogy of Multiliteracies: Designing Social Futures
Harvard Educational Review (1996) 66 (1): 60–93.
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The New London Group; A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review 1 April 1996; 66 (1): 60–93. doi: https://doi.org/10.17763/haer.66.1.17370n67v22j160u
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