Multiliteracies” New Literacies, New Learning：“新的文化，新的学习的教科书.docVIP

　　Pedagogies: An International Journal, 4: 164-195, 2009Copyright ? 2009 Taylor Francis 　　ISSN 1554-480X print / 1554-4818 online 　　DOI: 10.1080/15544800903076044 　　 　　HPED 1554-480X 1554-4818 Pedagogies: An International Journal, Vol. 4, No. 3, June 2009: pp. 1-54 Pedagogies: An International Journal“Multiliteracies”： New Literacies, 　　New Learning 　　“Multiliteracies”： New literacies, new learning Cope and KalantzisBill Cope and Mary Kalantzis 　　University of Illinois Urbana-Champaign 　　This paper examines the changing landscape of literacy teaching and learning,revisiting the case for a “pedagogy of multiliteracies” first put by the New LondonGroup in 1996. It describes the dramatically changing social and technologicalcontexts of communication and learning, develops a language with which to talkabout representation and communication in educational contexts, and addresses thequestion of what constitutes appropriate literacy pedagogy for our times. 　　INTRODUCTION 　　The New London Group 1 first came together in the mid 1990s to consider thestate and future of literacy pedagogy. After a meeting in September 1994, theNew London Group published an article-long manifesto （New London Group,1996） and then a book （Cope Kalantzis, 2000b） outlining an agenda for whatwe called a “pedagogy of multiliteracies”。 Experts, colleagues and friends, allwith a concern for language and education, we had set aside that initial week in1994 to talk through what was happening in the world of communications andwhat was happening （or not happening but perhaps should happen） in the teach-ing of language and literacy in schools. 　　During that week, we used what then seemed to be a daringly novel mix oftechnologies: a portable computer with a data projector and screen. With these,we jointly built a schema-a series of headings and notes-that was to be thestructure and argument of the 1996 article and the 2000 book. Not much moreCorrespondence should be sent to Bill Cope, Research Professor, De