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Design, Desire, and Difference
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Leander, Kevin M.; Boldt, Gail – Theory Into Practice, 2018
In response to the rise in popularity of concepts of "design" in education research, pedagogy, and curriculum design, in this article we consider how the New London Group conceived of the role of student design practices as an outcome of pedagogy, as well as the parallel role of design in teaching practices. In this descriptive analysis,…
Descriptors: Instructional Design, Metalinguistics, Teacher Student Relationship, Discourse Analysis
Pedagogies and Literacies, Disentangling the Historical Threads: An Interview with Bill Cope and Mary Kalantzis
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Cope, Bill; Kalantzis, Mary; Smith, Anna – Theory Into Practice, 2018
In this discussion with educational researchers and New London Group conveners, Bill Cope and Mary Kalantzis, we discuss the origins, life, and future of the New London Group's multiliteracies framework. We reflect on the initial goals the group had over 20 years ago for more equitable schooling opportunities, and what is yet to be done to reach…
Descriptors: Teaching Methods, Multiple Literacies, Transformative Learning, Educational Policy
Changing Literacies and Civic Pathways: Multiliteracies in Inquiry-Driven Classrooms
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Seglem, Robyn; Garcia, Antero – Theory Into Practice, 2018
Reflecting on how "the very nature of language learning has changed"(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google's 20% approach, this study explored how mentorship, digital tools, and student interests provide…
Descriptors: Multiple Literacies, Middle School Students, Inquiry, Active Learning