Negotiating Spaces for Literacy Learning: Multimodality and Governmentality PDF
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Negotiating Spaces for Literacy Learning ALSO AVAILABLE FROM BLOOMSBURY Education and Technology, Neil Selwyn Literacy on the Left, Andrew Lambirth Mapping Multiple Literacies, Diana Masny and David R. Cole Multimodal Semiotics, edited by Len Unsworth New Technology and Education, Anthony Edwards Transforming Literacies and Language, edited by Caroline M. L. Ho, Kate T. Anderson and Alvin P. Leong Negotiating Spaces for Literacy Learning Multimodality and Governmentality EDITED BY MARY HAMILTON, RACHEL HEYDON, KATHRYN HIBBERT AND ROZ STOOKE Bloomsbury Academic An imprint of Bloomsbury Publishing Plc LONDON • NEW DELHI • NEW YORK • SYDNEY Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 50 Bedford Square 1385 Broadway London New York WC1B 3DP NY 10018 UK USA www.bloomsbury.com BLOOMSBURY and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2015 © Mary Hamilton, Rachel Heydon, Kathryn Hibbert, Roz Stooke and Contributors, 2015 Mary Hamilton, Rachel Heydon, Kathryn Hibbert and Roz Stooke and Contributors have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as authors of this work. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage or retrieval system, without prior permission in writing from the publishers. No responsibility for loss caused to any individual or organization acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury or the authors. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: HB: 978-1-4725-8746-6 PB: 978-1-4725-8745-9 ePDF: 978-1-4725-8748-0 ePub: 978-1-4725-8747-3 Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress. Typeset by Integra Software Solutions Pvt. Ltd. Contents About the Contributors vii Introduction 1 1 Regimes of Literacy Mary Kalantzis and Bill Cope 15 2 Beyond Governmentality: The Responsible Exercise of Freedom in Pursuit of Literacy Assessment Sharon Murphy 25 3 Re-centring the Role of Care in Young People’s Multimodal Literacies: A Collaborative Seeing Approach Claire Fontaine and Wendy Luttrell 43 4 Multimodality and Governmentality in Kindergarten Literacy Curricula Rachel Heydon 57 5 Re-educating the Educator’s Gaze: Is Pedagogical Documentation Ready for School? Roz Stooke 77 6 Regulatory Gaze and ‘Non-sense’ Phonics Testing in Early Literacy Rosie Flewitt and Guy Roberts-Holmes 95 7 Critical and Multimodal Literacy Curricula Peggy Albers, Jerome C. Harste and Vivian Maria Vasquez 115 8 Governing through Implicit and Explicit Assessment Acts: Multimodality in Mathematics Classrooms Lisa Björklund Boistrup 131 vi CONTENTS 9 The Secret of ‘Will’ in New Times: Assessment Affordances of a Cloud Curriculum Kathryn Hibbert 149 10 Myth-Making and Meaning-Making: The School and Indigenous Children David Rose 167 11 Digital Literacies and Higher Education Richard Andrews 185 12 The Pecket Way: Negotiating Multimodal Learning Spaces in a User-run Community Education Project Mary Hamilton 201 13 Beyond Essential Skills: Creating Spaces for Multimodal Text Production within Canada’s ‘Minimal Proficiency’ Policy Regime Suzanne Smythe 221 Afterword 239 Index 243 About the Contributors Peggy Albers is professor in the College of Education at the Georgia State University, USA. She teaches literacy courses at the graduate level and works with teacher preparation in literacy education. Peggy has published widely in literacy journals such as Language Arts, English Education, Journal of Literacy Research and The Reading Teacher. She has published four books: New Methods in Literacy Research (2014), Literacies, the Arts and Multimodality (2010), Finding the Artist Within (2007) and Telling Pieces: Art as Literacy in Middle Grades Classes (2009). She is also the founder of two online open- access web seminar series, Global Conversations in Literacy Research and Conversations in Doctoral Preparation. Peggy’s publications have explored literacy practices in arts-integrated classes and visual discourse analysis. Her current interests are semiotics, children’s literature, integration of multimedia into curriculum and doctoral preparation. When not teaching, she studies pottery at Callanwolde Fine Arts Center in Atlanta, GA, which has informed her research in arts-based literacy. Richard Andrews is Deputy Vice-Chancellor (Research and Innovation) at Anglia Ruskin University in Cambridge, UK. Prior to this, he was a Professor in English and Dean at the Institute of Education, University of London, UK. He has published a number of books on poetry, argumentation and rhetoric, most recently A Theory of Contemporary Rhetoric (2013). He is a co-editor of The Sage Handbook of E-learning Research and The Sage Handbook of Digital Dissertations and Theses and co-series editor of Cambridge School Shakespeare, as well as chair of the series’ international advisory board. He is on the editorial boards of a number of journals, including Learning, Media and Technology, Informal Logic, Educational Research Review and the International Journal of Computer-Assisted Language Learning. His current research interests include rhythms in free verse, argumentation in higher education and e-learning theory. Lisa Björklund Boistrup is senior lecturer at Stockholm University, Sweden and Linköping University, Sweden. One of her research areas is classroom communication in mathematics classrooms. Here she specifically investigates assessments present in day-to-day classroom activities, often together with viii ABOUT THE CONTRIBUTORS mathematics teachers in action research, where also the institutional framing is analysed. Another research area is to understand mathematics containing activities outside school such as workplaces. Lisa’s most recent book is a Swedish book on classroom assessment in mathematics published in 2013. Bill Cope is professor in the Department of Educational Policy Studies at the University of Illinois, USA. He is the principal investigator in a series of major projects funded by the Institute of Educational Sciences in the US Department of Education and the Bill and Melinda Gates Foundation, researching and developing multimodal writing and assessment spaces. From 2010 until 2013, he was Chair of the Journals Publication Committee of the American Educational Research Association. His recent books include the second edition of The Future of the Academic Journal (edited with Angus Phillips, 2014) and Towards a Semantic Web: Connecting Knowledge in Academic Research (with Mary Kalantzis and Liam Magee, 2010). Rosie Flewitt is senior lecturer and researcher at University College London, Institute of Education, UK and in the London Knowledge Lab centre ‘MODE’, which specializes in multimodal methodologies for researching digital data and environments. Rosie’s research interests include the complementary areas of young children’s communication, language and literacy development in a multimedia age, inclusive practices in early education and early education research methods. She uses principally ethnographic and multimodal approaches to the study of early learning, particularly how children use combinations of modes, such as spoken and written language, gesture, images, sounds and layout, as they engage with written, oral, visual and digital texts as part of their everyday literacy practices. Her recent publications include Understanding Research with Children and Young People (with Alison Clark, Martyn Hammersley and Martin Robb, 2013). Claire Fontaine is Ph.D. candidate in Urban Education at the Graduate Center of the City University of New York, USA. She works at the intersection of inequality and digital media with schools, communities and non-profit organizations. Using visual and narrative methods, her research examines young women’s views of their own development in relation to participation in online networked spaces and contextualized by neoliberalism and a postfeminist media culture. Mary Hamilton is Professor of Adult Learning and Literacy in the Department of Educational Research at Lancaster University, UK. She is associate director of the Lancaster Literacy Research Centre, and a founding member of the Research and Practice in Adult Literacy group. Her current research is ABOUT THE CONTRIBUTORS ix in literacy policy and governance, socio-material theory, practitioner enquiry, academic literacies, digital technologies and change. Her most recent book is Literacy and the Politics of Representation (2012). Her co-authored publications include Local Literacies (with David Barton, 1998); More Powerful Literacies (with Lynn Tett and Jim Crowther, 2012) and Changing Faces of Adult Literacy, Language and Numeracy: A Critical History of Policy and Practice (with Yvonne Hillier, 2006). Jerome C. Harste is Emeritus Professor of Literacy, Culture and Language Education at Indiana University, USA, where he was named the first Martha Lea and William Armstrong Chair in Teacher Education in IU’s School of Education. Inducted into the Reading Hall of Fame in 1997, Jerome’s early literacy research with Carolyn Burke and Virginia Woodward received the David H. Russell award for outstanding contributions to the teaching of English. Since then, he has received a number of prestigious awards including the Oscar Causey Award from the Literacy Research Association for lifetime contributions to research in reading (2013), National Council of Teachers of English (NCTE) Outstanding Language Arts Educator (2008) and NCTE’s Distinguished Service Award (2013). Jerome has served as President of the NCTE, the National Reading Conference, the National Conference on Research in English and the Whole Language Umbrella. He is best known for his co-authored books on literacy learning in classrooms: Language Stories & Literacy Lessons (1984); Creating Classrooms for Authors & Inquirers (1995); Creating Critical Classrooms (2007); and Teaching Children’s Literature: It’s Critical! (2007). Jerry is a signature watercolourist, and his paintings have been featured on a number of literacy and language arts book covers and journals. Rachel Heydon is professor and program chair, Curriculum Studies and Studies in Applied Linguistics, in the Faculty of Education, Western University. Her research interests coalesce around understanding how curricula might create expansive literacy and identity options for learners and the development of theories and methodologies to conceptualize and apprehend curricula. Current projects include studies of literacy curricula in full-day kindergartens and multimodal literacy curricula in intergenerational settings. Heydon’s most recent book is Learning at the Ends of Life: Children, Elders, and Literacies in Intergenerational Curricula published in 2013. Kathryn Hibbert is associate professor in the Faculty of Education and an Acting Associate Director of the Centre for Research Education and Innovation in the Schulich School of Medicine and Dentistry, Western University, Canada. She teaches pre-service courses in adolescent literacy and multiliteracies and
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