{"id":44,"date":"2003-10-21T21:29:11","date_gmt":"2003-10-21T19:29:11","guid":{"rendered":"http:\/\/news.constantvzw.org\/?p=44"},"modified":"2003-10-21T21:29:11","modified_gmt":"2003-10-21T19:29:11","slug":"multiliteracies-the-contact-zone","status":"publish","type":"post","link":"https:\/\/news.constantvzw.org\/multiliteracies-the-contact-zone\/","title":{"rendered":"Multiliteracies & The Contact Zone"},"content":{"rendered":"

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\nMEETING DESCRIPTION:<\/a>
\nThe concept of Literacy invokes multiple and complex interpretations. The concept is also approached from a varying number of perspectives: both as a problem and a solution to a problem. The theoretical and empirical base can be approached from a large number of perspectives (see themes)<\/a>. More than anything else, literacy is seen as a kind of social practice. As a consequence the focus shifts towards multiliteracies with special attention to kinds of literacy (high and low culture, multi-cultural interpretations) and to the role of media in relation to literacy. <\/p>\n

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\u00e2\u20ac\u00a6Why a Conference as a Contact Zone? The dominant power structures avoid the contact zone because it threatens the hierarchy that maintains their imaginary community\u00e2\u20ac\u2122s dominance; in a contact zone the prevalent literacy\/culture is challenged by the clash with the Other\u00e2\u20ac\u00a6 (R.Soetaert&A.Mottart)<\/a><\/b><\/p>\n

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\u00e2\u20ac\u00a6These days everyone seems to promote the “multi” or “multiple” in the arts, education, advertising, publication, and performance. Aside from possibly giving jobs to more people with different types of specialization, what could possibly lie behind the enthusiasm for these multiple ways of presenting information\u00e2\u20ac\u00a6 (Shirley Brice Heath)<\/a><\/p>\n

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\u00e2\u20ac\u00a6Of particular concern for the discussion of the visual material are the effects, the mobility of imageries across different cultural domains has on the production of meaning in the context of different \u00e2\u20ac\u02dcpractices of looking\u00e2\u20ac\u2122\u00e2\u20ac\u00a6 (Kerstin Mey)<\/a><\/p>\n

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\u00e2\u20ac\u00a6First: ‘What happens to “knowledge” when we shift from one mode to another, or when we choose to use this mode rather than that for its representation?’ Second: ‘how is “knowledge” distributed across the modes that constitute a multimodal text?’ Third: ‘what might be the reasons, and what might be some of the effects?\u00e2\u20ac\u00a6 (Gunther Kress)<\/a><\/p>\n

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\u00e2\u20ac\u00a6I shall see literacy as opening spaces for ‘identity work’, and particularly that which challenges the subject positions and identity categories offered by the institutionally empowered written text\u00e2\u20ac\u00a6 (Dariusz Galas\u00c3\u00adnski)<\/a><\/p>\n

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\u00e2\u20ac\u00a6In this talk I will discuss computer and video games as a distinctive inter-textual, inter-activity, and multi-modal semiotic domain. I will argue that this domain can challenge us to revise and extend our theories of learning, identity, literacy, and equity in the modern global world. My starting point will be the vexed issue of the place of Canadian Laser Bears in the Greek Mythological Pantheon\u00e2\u20ac\u00a6 (James Gee)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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