Summary
How do the new ways in which meaning is structured highlight the necessity of transitioning from a limited perception of literacy to an expanded view of it as a socio-political and multi-modal practice? How can the multi-modal and multilingual practices that students bring into classrooms constitute a key component of critical meaning-making of social reality? The concept of multiliteracies attempted to answer some of these questions, which, as a theoretical manifesto, although it involves an element of application, remains underutilized in practice, at least in the Greek educational reality.
In light of these concerns, the aim of this volume is to propose a framework of principles regarding the pedagogy of literacy grounded in the connection of the common components of three different scientific traditions: New Literacy Studies, Multiliteracies, and Freire's Critical Pedagogy. This framework is encapsulated in the term Critical Social Multiliteracies, presenting snippets of research work being conducted in this field at a practical level in an effort to connect theory with practice, out-of-school with in-school literacies, and formal with non-formal education.
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Contents
Foreword || Biographies of authors || Acknowledgments || Introduction: Literacy, multiliteracies, Theory and practice || Utilizing "visual grammar" in the classroom as a resource for the construction of multi-meaning intertextual meanings || "We build bridges, we tear down barriers": Towards a critical multimodal approach to the teaching of literacy for the [re]construction of the identity of the "other" || "Reading the thoughts of others": Utilizing the picture book Thank you, Mr. Falker within critical literacy practices for teaching English as a foreign language || "Dangerous waters... are you intrigued?"; Comics as a visual communication medium for critical exploration and meaning-making of power relations in school practice || Cultivating literacy through the visual arts: From "film" to "textual" rhetoric || Advertising as a field for exercising critical literacy in the media: Exploring the "image" of [two] genders in print and television advertising within a multimodal approach to language teaching || The critical "reading" of multimedia sources of meaning as a practice of social literacy in intercultural adult classes || Reading "behind the screen": The case of YouTube || Conclusion || Bibliography || Quotations || Greek-English glossary of terms
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