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1. “Multiliteracies”: New Literacies, New Learning

   This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a “pedagogy of multiliteracies” first put by the New London Group in 1996. It describes the dramatically changing social and technological contexts of communication and learning, develops a language with which to talk about representation and communication in educational contexts, and addresses the question of what constitutes appropriate literacy pedagogy for our times.

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 21:12

2. Automation, APIs and the distributed labour of platform pedagogies in Google Classroom

   Digital platforms have become central to interaction and participation in contemporary societies. New forms of ‘platformized education’ are rapidly proliferating across education systems, bringing logics of datafication, automation, surveillance, and interoperability into digitally mediated pedagogies. This article presents a conceptual framework and an original analysis of Google Classroom as an infrastructure for pedagogy. Its aim is to establish how Google configures new forms of pedagogic participation according to platform logics, concentrating on the cross-platform interoperability made possible by application programming interfaces (APIs).

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 22:27

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