Globalisation,Literacy and Society: Redesigning pedagogy and assessment |
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| Authors: | David Johnson Gunther Kress |
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| Institution: | 1. Faculty of Education , University of the West of England , Bristol, Frenchay Campus, Coldharbour Lane, Bristol , BS16 1QY , UK;2. Institute of Education , University of London , 20 Bedford Way, London , WC1H 0AL , UK |
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| Abstract: | This paper draws together various strands of argument in the emerging field of 'New Literacy Studies' to put forward the view that we need to re-evaluate how literacy is conceptualised, taught and assessed. Three central themes form the basis of the argument. First, the paper points to the emergence of the so-called new economy and globalisation, and argues that the skills and knowledge base required to cope effectively with the demands of work and the demands of everyday life are increasingly changing, and differ in important ways from some of the basic skills associated with the current literacy curriculum. Second, the paper argues that society is becoming increasingly plural and diverse, and, as such, forefronts many different ways in which people make shared meaning. Yet assessment apparently requires a single standard by which meaning is validated and this, it seems, calls into question the democratic basis of learning and teaching. In the final section of the paper, we argue that we can learn from new theoretical understandings of cognition and human action in order to develop a roadmap for redesigning pedagogy and assessment. |
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