Abstract
In response to the changing global environment, the ever-shifting fluid concept of literacy is driving away from individualistic to a more networked one. This inevitable change implies the need to reconfigure the representational and communicational tools we have in our disposal (Jewitt, 2008).
It presumes that linguistic and purely textual representations and means of expression are gradually becoming insufficient given the diversity of cultures we have to interact with in the global society. No doubt, it leads one to the conclusion that the very notion of literacy should be thoroughly reconsidered.
However, with all the heads nodding in unison in response to this claim, there are hardly any changes going on in terms of literacy teaching and learning practices. Schools still 'preach' habitual print literacy, closing their eyes to the pressing social, technological and economic factors.
This trend is further exacerbated by the powerful move from 'the medium of book to 'the medium of screen'.The focal point here is the shifting focus to representations and ways to activate learning potential, which, obviously, resonates with the 'trendy' learner autonomy perspective as well as out-of-school literacies. These are comprised in the concept of 'multi-literacies' or 'multiple literacies' used to meet the emergent demands of the communicative repertoires of the 21 century.
Simultaneously, it brings in the complex interaction between global and local literacies (Brant & Clinton, 2006) as well as dominant and secondary discourses (Lemke, 2006). What does it all have to do with ELT and language learning? The link is obvious.
We should make an attempt to stop separating linguistic literacy from other literacies, divorcing visual and textual, particularly, in the process of language learning.Why should the lack of linguistic means stop a learner from expressing themselves? Is it possible to avoid excessive anxiety in the process of 'coming up with the right word'? Or, perhaps, this word does not exist? Then how should you convey the message?This talk addresses the notion of multimodality and multimodal studies, which could shed certain light onto the problematics of 'literacy' and writing, in particular, in ELT classes.