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• W43300145 abstract "A broader view of literacy has emerged as part of the larger debate about educational reform across the globe. Many now argue that availing children with additional skills in technological and media literacy will foster creativity, motivate youth, and improve their economic opportunities while increasing the core of high skilled labourers available to meet the needs of the “knowledge” economy. From Canada and England to Australia and New Zealand, media literacy has become part of the core curriculum. Within the U.S., implementation of reform in this vein has been slow and a number of informal education institutions have stepped in to meet the perceived need, augmenting the core curriculum with media literacy and production opportunities. Yet there are serious questions about what skills the children are actually learning and whether the literacy discourse is yet another attempt at ignoring persistent educational inequalities along the lines of gender, race, and class. In this paper, we consider the viability of combining critical media literacy with standpoint theory to strengthen the multiliteracies movement, offering a more critical and empowering pedagogy. To this end, we analyze an exemplary site of this approach in Los Angeles. UNE NOUVELLE ORIENTATION POUR L’ENSEIGNEMENT DE LA LITTERATIE MULTIPLE RESUME. Une vision plus large de la litteratie s’est elevee dans le cadre du debat plus vaste de la reforme de l’enseignement dans le monde entier. Bon nombre avancent maintenant que le fait de faire profiter les enfants d’aptitudes additionnelles en technologie et en media nourrira leur esprit creatif, les motivera et ameliorera leur situation economique, tout en augmentant la base des travailleurs hautement qualifies qui pourront repondre aux besoins de l’economie « du savoir ». Du Canada a l’Angleterre en passant par l’Australie et la Nouvelle-Zelande, la mediatique fait partie du programme de base. Aux Etats-Unis, la mise en œuvre de reformes allant dans ce sens est lente et un nombre d’institutions d’enseignement non institutionnel a emboite le pas afin de repondre au besoin percu, en ajoutant au programme de base des possibilites en etude des medias et de production. Pourtant, il y a de serieuses questions a propos du type d’aptitudes que les enfants apprennent reellement et on se demande si le discours de la litteratie represente une autre tentative de ne pas tenir compte des inegalites qui persistent dans l’education relativement au sexe, a la race et a la classe sociale. Dans cet essai, nous prendrons" @default.
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• W43300145 date "2006-01-01" @default.
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• W43300145 title "A New Direction for Multiple Literacy Education." @default.
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