Navigating Our Way to Multiple Conceptualizations of Literacies

By Terry A. Campbell and Michelann Parr.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Traditionally, the term literacy referred to reading and writing. School practice in the latter part of the 20th century added the language arts of listening, speaking, viewing, and representing (Parr & Campbell, 2007). The pluralized term, multiliteracies, used in the 21st century (New London
Group, 2000) refers to the many different kinds of reading, writing and text
creation we do in a world of societies and cultures that are both diverse and increasingly globalized. In this paper, this is inter-preted to include internet use of all kinds, email, text messages, blogs, zines, scrapbooks, songs, comics, graphic novels, baseball cards, joke books, sports magazines, fashion magazines, car magazines,
newspapers, movie reviews, TV guides, game manuals, recipes, projects,
maps, diagrams, yearbooks,
fiction, and informational texts. It’s all reading, writing, and the creation of
texts of all kinds. The term
navigating is proposed here as a metaphorical term for the kinds of real-
world literacies used by cul-
turally and linguistically diverse language users who use and create various
text forms for various
purposes. Where much of the talk about multiliteracies appears to be
restricted to what we do with
print text, this paper encourages an expanded conception of multiliteracies,
where diverse text users
take on and create texts of many different types. The term navigation is used
to generate a more ex-
pansive conception of the multiliteracies as a way to explore new worlds in
new ways by diverse literate
beings in the 21st century.

Keywords: Literacies, Multiliteracies, Language Arts, Diversity, World View

International Journal of Diversity in Organizations, Communities and Nations, Volume 10, Issue 2, pp.331-340. Article: Print (Spiral Bound). Article: Electronic (PDF File; 597.730KB).

Dr. Terry A. Campbell

Assistant Professor, Faculty of Education, Nipissing University, North Bay, Ontario, Canada

Terry Campbell was educated at the University of Toronto, where she received a Hon. B.A., M.A., and Ph.D. on “Good Talk About Great Literature: Addressing the Problem of Subjectivity in Moral Education.” She also completed a B.Ed. at Nipissing University, where she teaches in the Faculty of Education specializing in language arts, literacy, drama, and kindergarten.

Dr. Michelann Parr

Associate Professor, Faculty of Education, Nipissing University, North Bay, Ontario, Canada

Michelann Parr completed her Hon. B.A., B.Ed., and M.Ed. at Nipissing University in North Bay Ontario and her Ph.D. at McGill University in Montreal, Quebec. Her research interests focus on the use of text-to-speech technology with students, teacher development, and literacy. She is currently associate professor in the Faculty of Education at Nipissing University where she specializes in language arts, literacy, drama, and special education.

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