English 341: 21st Century Literacies
Instructor: Jeanie M. Reynolds, PhD
Office: MHRA 3311
Email: jmreyno3@uncg.edu
Office Hours: by appointment
Class Meeting Times:
T/R 11-12:15
MHRA 2211
Course Perspective:
This course will explore the emerging genres and literacy practices of the multimodal and interactive forms of 21st
Century communications. For purposes of this course, we will focus on various forms of content creation, which we will
call digital writing. Throughout the course, we will use various social software such as blogs, wikis, and social networks.
Depending on your final digital writing project, you may also use a variety of other software tools such as Comic Life,
VoiceThread, iMovie, etc.. Through viewing, analyzing and producing various forms of digital writing, we will discuss
the digital writing process, its related multimodal literacies, and the benefits and challenges related to this form of
communication. This course is geared for educators from various disciplines, ranging from grades K-12 with or
without technological skills.
Multiliteracies is a way of rethinking what it means to be literate today in a globally connected world. It takes literacy
beyond a focus on traditional print-based literacy to multiple-form of knowing, including print, images, video,
combinations of forms in digital contexts, which are represented in inter-related and complex ways. A theory of
mulitliteracies complicates what we know about teaching and learning because it is constantly evolving as new
information and communications technologies (ICTs) emerge. This course immerses students in both the theory and
practice of multiliteracies and considers how globalization has created a more complex environment for teachers and
students.
The term multiliteracies was created by the New London Group (1996) to emphasize two related aspects of the increasing
complexity of texts: 1) a major shift related to the increasing influence of cultural, linguistic diversity, affecting
communications and labor markets, making language diversity an ever more critical local issue.” 2) A major shift related
to the influence of new communications technologies—a new multimodal literacy that is required in order to find our
way around the emerging world of meaning.
It is the purpose of this course to develop a pedagogy of multiliteracies, to propel literacy education into the present and
future by creating literacy learners who are fluent in information technology. We will do so by immersing ourselves in
new literacies. As such this course will always be a fluid and dynamic learning environment—an emerging work in
progress. I ask students that they be willing to take risks, take on new roles, immerse themselves in new texts, contexts
and modes of learning. I look forward to learning with you.
It is my belief that this course is strengthened by the diversity of thoughts, perspectives, and backgrounds that students
bring with them. It is my goal that the diverse learning needs of students be met in and out of class. I will conduct this
class in an atmosphere of mutual respect. I encourage your active participation in class discussions. Each of us may have
strongly differing opinions on the various topics of class discussions. The conflict of ideas is encouraged and welcome.
The orderly questioning of the ideas of others, including mine, is similarly welcome. However, I will exercise my
responsibility to manage the discussions so that ideas and argument can proceed in an orderly fashion. Please let me
know if I can improve the effectiveness of this course for you or other students.
I will do my best to meet your needs in this course, but you are ultimately responsible for what you get (or don’t get)
from this course. I expect that you will go beyond the parameters of what I have provided to ensure that you are working
toward meeting your own educational needs.
Course Prerequisites and Description:
Prerequisite: University Reasoning and Discourse requirements must already have been met. This course is designed for
prospective high school English teachers and is required for “A” licensure.
Course Objectives: Students will be able to…

Understand and articulate a theory and pedagogy of multiliteracies within different subject areas to K-12 students.

Articulate a theory of multiliteracies that takes into account multiple ways of knowing and incorporates multiple
textual formats including digital texts.

Read and understand seminal scholarship surrounding multiliteracies including the work of the New London Group,
Don Leu, Allan Luke, and James Paul Gee.

Create instructional approaches that anticipate, accept, and incorporate a theory of multiliteracies. These will include
a primary focus on digital and new information and communications technologies (ICTs).

Understand how globalization and information communication technologies have created a more globally connected
world.

Become competent in the use of ICTs including but not limited to digital video and photography, blogging, web
design, social networking, wikis, and podcasting.
Texts
A theory of multiliteracies complicates what we know about knowledge and text selection. Traditional texts are static and present a
past-tense knowledge about what was when the book was published. That is, traditional texts are about a pedagogy of the past.
However, they provide a foundation we can build upon, thereby we will be using excerpts from several texts and articles. These will be
distributed either in class or on Moodle. I also have included several texts for further reading on Moodle.
Professionalism & Academic Integrity:
Teaching is a profession and as such establishes standards and expectations for its members. As in-service and pre-service
teachers, we must hold ourselves to these standards. Such expectations include respect for self and others. Here are just a
few of the ways we demonstrate respect:
• Be punctual to class (See below)
• Respect others even when you disagree with them
• Be a thoughtful and reflective practitioner
• Turn all cell phones and pagers off or to a silent mode before class begins.
Timeliness and Attendance:
This class is rooted in the idea that learning takes place in a community, so active attendance is required. I know life
happens, therefore, you will be allowed two absences during this course, excused and/or unexcused. Your grade is
affected by every absence, but after two absences your grade will be seriously affected, and three absences, you will fail
the course (each two tardies will equal one absence). If you miss more than 30 minutes of class, it will count as half an
absence. If absent/late, you are responsible for acquiring work, assignments, handouts, etc. from that day, but do so on
your own time. In short, be in class, be prepared, and be on time. Finally, simply taking up space in the class is NOT
enough—in order to receive full participation credit, you will need to participate in a meaningful way.
Papers Style Manual and Manuscript Requirements:
All written work (except in-class activities and on-line posts) should be typed and reviewed for quality of content and
mechanical correctness. For any written work requiring citations, students are expected to use the APA Style Manual or
the MLA Style Manual.
Need Some Help? As a writer and a teacher of writing, you will often need a fresh set of eyes on your work. You will be
required to visit The Writing Center, located in 3211 MHRA. It is for any writer at any level in the process who wants
some qualified, one-on-one input on any essay for any class. Call for an appointment, 334-3125, or just drop in. This will
be part of your portfolio.
Disability Services:
If you have any sort of disability that could affect your performance in the class or for which you need accommodation,
please contact me and/or the Office of Disability Services at 334-5440.
Inclement Weather:
If for any reason class is cancelled, I will post it to Moodle no later than 10am.
Changes
Teachers must be planners so it’s important to structure a course ahead of time. As writer Annie Dillard says, “A plan is a
net for catching the day.” But teachers also should respond to the needs and interests of her students so that any plan
should be open to alterations. Should you feel that we need to spend more time on any aspect of this course, please let me
know. Please don’t hesitate to email me or make an appointment to meet with me should you have any questions or
concerns about our course. I look forward to our work together.
Evaluation & Grading:
This class is not about figuring out how to write an “A” assignment or the “A” way to read and discuss that reading;
however, your success in the class is very important. This class is designed to allow you to demonstrate your success as a
developing thinker, reader, writer and teacher. It is my hope that you will have opportunities to evaluate your own work
and the work of others in the course. I will respond to assignments in what I believe is an appropriate manner, and I will
ask you to respond to one another. I will provide detailed handouts for most assignments and grade according to the
objectives and goals for both the content and the writing intensive requirements.
I view grading as an individual and noncompetitive assessment of your performance and growth through the semester. I
do assign credit or a grade for each assignment so that you will be able to assess your progress through this course. I
encourage you to make an appointment with me to discuss specific assignments, concerns, or questions about your grade
in this course. For further policy regarding grades, see
http://www.uncg.edu/reg/Catalog/current/AcaRegs/Grading.html
Grades will be earned as follows:
98-100 = A+
94-97 = A
90-93 = A-
87-89 = B+
83-86 = B
80-82 = B-
77-79 = C+
73-76 = C
70-72 = C-
67-69 = D+
63-66 = D
60-62 = D59 points or below = F
Assignments
Pedagogy (The Multiliteracies Instructional Project)
(25 percent)
In this course, students will seek to develop a pedagogy (or pedagogies) of multiliteracies. Students working in small groups will create
an instructional project that integrates multiple literacies including digital technologies to be taught at some level of the K-12 spectrum.
Grading of this assignment will be collaborative and include self, peer and instructor evaluation.
Praxis (The Multiliteracies Digital Portfolio)
(25 percent)
Students will read, write, learn and represent both a theoretical foundation and pedagogy of multiliteracies in a digital portfolio format
that they will create and share on the Web. This portfolio will include students’ reflections, understandings and representations about
what multiliteracies is and means, pedagogic possibilities and examples, and student work (if possible).
Service (Instructional Service Project)
(30 percent)
Service, social justice and civic engagement are necessary ideals in a post-industrial, globally connected world. To accept that we are
multiliterate is to accept that we are literate for a reason that must have meaning in our own lives. In this course, students will share
their talents with K-12 learners and/or their teachers by collaborating on a service project that incorporates literacy with issues that
matter to the K-12 learners, their teachers, families and community. Both groups of students—UNC Greensboro and K-12
learners/teachers—will employ diverse texts and technologies to make a difference their lives, community and world. Students will use
digital technology to reflect on their service experiences.
Participation Evaluation
(20 percent)
Collaboration is at the heart of discussions and key assignments in this course and because of this participation is critical. Each
student’s participation will be assessed using a simple format that allows for self assessment and peer assessment by others who have
worked in groups together. This will help assess participation and provide accountability for sharing responsibilities on group
assignments. The participation evaluation will also take into account participation in weekly synchronous and asynchronous discussions
as well as class attendance.
No late assignments will be accepted