Award Winner for Volume 30
New Digital Multiliteracies as a Learning Model Fostering Collaboration, Identity, and Recognition
This article examines the tension between instrumental and sociocultural perspectives in recent multiliteracies discussions within the field of applied linguistics and literacies studies in Brazil based on recent literature. The author then presents a reinterpretation of the first concept proposed by the New London Group in their 1996 manifesto, drawing on the author’s research findings. The article concludes by elucidating the characteristics of new digital multiliteracies in the context of formal education.
Receiving this award from The Learner journal, an esteemed publication with a longstanding influence on global education discourse, is truly inspiring. It's heartening to see that my research has resonated beyond its original local context.
I believe my article contributes to the field of literacies studies in Brazil in two significant ways: firstly, by showcasing pedagogical practices in digital environments that integrate principles of multiliteracies into their design. Secondly, by illustrating how these digital practices open up new possibilities for the learning of literacies and assessment in formal education. This is particularly pertinent for Brazil, where educational paradigms have long been shaped by cognitive tests.
In the context of my academic journey, this article holds special significance. It encapsulates the core experience of my doctoral research, conducted amidst the challenges of school closures during the Covid-19 pandemic. Despite concerns that digital technology might hinder learning and social interaction, my findings suggest otherwise. The digital environment fostered rich social learning experiences, evidenced by diverse dialogues and texts produced by students.
My research endeavors to demonstrate the potential for alternative educational approaches. As an educator, I've consistently sought to leverage digital technology to enhance both my own practice and the learning experiences of my students. This work aligns with the demands and complexities of the contemporary world, offering theories and practices that promote creative and critical thinking, collaboration, and engagement with local realities.
—Rodrigo Abrantes da Silva