关于举办多元识读海外专家工作坊的通知

各位老师：

为了使我校教师能更好地适应时代的变化发展，进一步提升我校外语教师在多媒体时代进行多元识读的能力，促进教学和科研水平的提升，增进与境内外同行的学术交流和科研合作。受国际交流处资助，以第二届广外-香港理工多元识读论坛举办为契机，教师发展中心邀请到四位多元识读海外专家：Mary Kalantzis（新伦敦小组成员、美国伊利诺伊州大学香槟分校教育学院院长）、Bill Cope （新伦敦小组成员、美国伊利诺伊州大学香槟分校教育政策研究院教授）、Len Unsworth（澳大利亚天主教大学教授）、Mark Evan Nelson（日本神田外语大学英语语言研究中心主任）前来讲学，举办多元识读工作坊，具体安排如下：

内容简介：

Exploring Synaesthesia in Language Learning, Teaching and Research      

In this seminar, Mark Evan Nelson discusses a core concern of virtually all of his research to date: the semiotic process of ‘synaesthesia’ and its relevance to language and literacy learning and teaching, especially where so-called ‘new media’ are involved. Synaesthesia is most commonly, clinically defined as “occurring when stimulation of one sensory modality automatically triggers a perception in a second modality, in the absence of any direct stimulation to this second modality” (Harrison & Baron-Cohen, 1997: p. 3). Such capacities and phenomena have been reported, and also contested, for centuries, notably with regard to writers, artists, and their works. The painter Kandinsky, for instance, is purported to have been able to hear color and see sound, which, for him, were experiential catalysts to new forms of creativity and transformations in meaning, representation, and understanding. Positing similarly generative, transformative potentials of making meaning within and across different modes of representation and communication, linguist and scholar of education Gunther Kress (2003, p. 36) also recruited the term, asserting that “it is in the realm of synaesthesia … that much of what we regard as creativity happens." This theoretical work of Kress and like-minded others suggests a vitally important line of language and literacies research, which is little explored and understood as yet. In this interactive presentation, Mark demonstrates the concept and implications of synaesthesia with reference to his own research in international teaching and learning contexts and argues for the priority of such research in developing more helpful understandings of language pedagogy, new media communication, and learning at large.

An Overview of the Pedagogy of Multiliteracies

The ‘Multiliteracies’ argument has three components, framed as the ‘why’ of Multiliteracies, the ‘what’ of Multiliteracies and the ‘how’ of Multiliteracies. In the ‘why’ part of the argument, we discuss dramatic changes occurring in everyday life in the realms of work, citizenship, and identity. These changes render older practices of literacy pedagogy increasingly anachronistic.  

On the subject of the ‘what’ of Multiliteracies, we add two ‘multis’ to ‘literacies’: the ‘multi-’ of enormous and significant differences in contexts and patterns of communication, and the ‘multi-’ of multimodality. In the case of the first of these ‘multi-’s, the Multiliteracies notion sets out to addresses the variability of meaning making in different cultural, social or domain-specific contexts. This means that it is no longer enough for literacy teaching to focus solely on the rules of standard forms of the national language. Rather, communication and representation of meaning today increasingly requires that learners become able to negotiate differences in patterns of meaning from one context to another. These differences are the consequence of any number of factors, including culture, gender, life experience, subject matter, social or subject domain, and the like. Every meaning exchange is cross-cultural to a certain degree. The other ‘multi-’ response to the question of the ‘what’ of Multiliteracies arises in part from the characteristics of the new information and communications media. Meaning is made in ways that are increasingly multimodal—in which written-linguistic modes of meaning interface with oral, visual, audio, gestural, tactile and spatial patterns of meaning. This means that we need to extend the range of literacy pedagogy so that it does not unduly privilege alphabetical representations. Supplementing these, the Multiliteracies approach suggests bringing multimodal texts, and particularly those typical of the new, digital media into the curriculum and classroom. This makes literacy pedagogy all the more relevant and engaging for its manifest connections with today’s communications milieu. It also provides a powerful foundation for synesthesia, or learning that emerges from mode switching, moving backwards and forwards between representations in text, image, sound, gesture, object and space.  

The third part of the argument is the ‘how’ of a pedagogy of Multiliteracies. In the original formulations of the New London Group, the following major dimensions of literacy pedagogy were identified: situated practice, overt instruction, critical framing, and transformed practice. In applying these ideas to curriculum practices over the past decade, we have reframed these ideas somewhat and translated them into the more immediately recognizable ‘Knowledge Processes’: experiencing, conceptualizing, analyzing, and applying. Whichever terminology is used to categorize learning activity types, the essential idea in the Multiliteracies approach is that learning is a process of “weaving” backwards and forwards across and between different pedagogical moves.

Systemic Functional Semiotic Perspectives on Intersemiosis: Exploring Image-Language Relations in Paper and Static Digital Media Texts      

The nature of the interactive meaning making-making resources of images and language in multi-semiotic paper and digital media texts remains a challenge for researchers in multimodality and multiliteracies education. This presentation re-examines different approaches being taken with systemic-functional semiotics. In particular, it contrasts approaches based on analogizing from systemic functional grammar and discourse (Martinec, 2013; Martinec & Salway, 2005; Royce, 2007; Unsworth, 2008), which seem to be predicated on images and language being regarded as unitary hybrid meaning making system, with more recent proposals arguing that relations between modalities of meaning should be treated differently from relations within modalities.  This means that rather than seeing images as cohesively or logico-semantically related to language, the coupling relation is seen as a logogenetic synergy – ‘a dynamic conversation rather than a monologic expansion’ (Painter & Martin, 2011). As well as providing a critical examination of the existing literature the presentation will explore key issues through sample analyses of school curriculum area texts and picture books.  Implications will be drawn for developing multimodal discourse analysis and also for    

嘉宾简介：

Mark NELSON is Associate Professor and Director of Research in the English Language Institute of Kanda University of International Studies in Japan. Previously he had held academic posts in language and literacy teacher education at Deakin University in Australia and the National Institute of Education in Singapore. Mark received hisPhD in Education in Language, Literacy and Culture from the University of California, Berkeley, and his research is chiefly concerned with understanding the semiotic, sociocultural, and pedagogical implications of multimodal communication, particularly across geographic and cultural boundaries and viadigital media technologies and texts.    

Mary KALANTZIS is Dean of the College of Education at the University of Illinois, Urbana-Champaign. She was formerly Dean of the Faculty of Education, Language andCommunity Services at RMIT University in Melbourne, Australia, and President ofthe Australian Council of Deans of Education. With Bill Cope, she is co-authorof New Learning: Elements of a Science of Education, Cambridge UniversityPress, 2008/2nd  edition 2012 and Literacies, Cambridge University Press, 2012; and co-editor of Ubiquitous Learning, University of Illinois Press, 2009.    

Bill COPE is a Professor in the Department of Educational Policy Studies at the University of Illinois. He is co-author or co-editor of The Future of the Academic Journal,(with Angus Phillips, eds) Elsevier, Oxford, 2nd edition 2014; and Towards a Semantic Web: Connecting Knowledge in Academic Research, (with Kalantzis and Magee), Elsevier, Oxford, 2011. He has led the development of the innovative web writing and semantic publishing environment, Scholar, with the support of R&D grants from the Institute of Educational Sciences in the US Department of Education and the Bill and Melinda Gates Foundation.    

Len UNSWORTH is Professor in English and Literacies Education at the Australian Catholic University in Sydney, Australia. Len’s research is in primary andsecondary school English and multiliteracies education. His book publications include Teaching Multiliteracies Across the Curriculum (Open University Press)and [with Angela Thomas, Alyson Simpson and Jenny Asha] Teaching children’s literature with Information and Communication Technologies(McGraw-Hill/Open University Press 2005), e-literature for children and classroom literacy learning (Routledge, 2006), New Literacies and the English Curriculum (Continuum, 2008), Multimodal Semiotics (Continuum, 2008) and, with Clare Painter and Jim Martin, Reading Visual Narratives (Equinox, 2013).    

注意事项：

本工作坊共9学时，为保证教学效果，请报名的老师全程参与所有课程。

报名方式：

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                                      教师发展中心、国际交流处

2015年5月14日