From this understanding, I recognize that the actual ‘understanding’ of a text requires more than simply being about to grasp the meaning of the sentences, but oftentimes requires individuals to grasp the deeper philosophical and cultural implications of the text. In these regards, literacy extends beyond simply reading ability, and also incorporates a complex level of understandings. Furthermore, I recognize that while text represents one form of literacy, literacy may also represent visual elements; in these regards, being literate in terms of the media or film is also possible.
How has literacy changed since I was at school?
With the advent of the internet and the recent explosion of social networking platforms, it’s clear that literacy represents far more than mere literature or textual storytelling. Today it’s necessary for students to grasp literacy in terms of the complex array of contemporary modes of expression. What do I think Multiliteracies will be about? I believe that multiliteracies will be about exploring the different forms of literacy that predominant the contemporary world. In these regards, I believe it will go beyond simply exploring textual literacy, but also consider the nature of media literacy. In these regards, literacy will come to encompass a much broader or – multiple – understanding. Key points from readings weeks 1-4 (can be in dot points): In the contemporary world literacy encapsulates a much broader spectrum of understanding than in the past. For instance, computer games and card games have come to be examined for their educational value. While individuals generally consider literacy in terms of a text or visual based item, one must also consider that within deciphering these text/visual elements is the necessity of deeper cultural understanding. The week two readings, while most importantly considering the necessity of school and home partnership, also demonstrated the necessity of deeper cultural understanding to achieve higher literacy. Keeping with this relation of culture and literacy, week 3’s readings considered the nature of multiple-literacies not in terms of multiple mediums (textual, visual) but also in terms of multiple forms of cultural expression. After having completed the first weeks of Multiliteracies this is how I would explain literacy to a student not studying this unit: The primary argument is that in the 21st century there has been a notable shift in the means of cultural expression away from predominantly text-based forms of expression. Furthermore, research has indicated that, “…children are not less frequently presented with linear modes of representation. Instead, print is juxtaposed with images and hyperlinks” (Marsh 128). In addition to recognizing that there are different types of literacy, it’s increasingly clear that culture is a major factor within deepening understanding of literacy. Vazquez also argues for the need of school curriculums to consider multiple forms of cultural expression (for instance minority expression). Key points from readings weeks 6-10 (can be in dot points) Rather than viewing literacy in terms of cognitive abilities, new forms of understanding have viewed literacy as a sociocultural practice. In these regards, literacy and second language acquisition function as powerful analogies, as they both rely on developing communicate competence to deepen one’s subject matter comprehension. In terms of reading cultural, individuals must consider both objectivism and subjectivism as prevailing modes of interpretive discourse. My new learnings about literacy are: While the previous readings considered the cultural rootedness of literacy, these readings further articulated this concept to the practice of sociocultural