Understanding Emerging Collaborative Knowledge Networks: Designing an Online Multiliteracies Graduate Course

• In Event: Sheraton Roundtable Session 22
  In Roundtable Session: Access and Voice: Multimodal and Digital Learning

Abstract

Due to technological innovations and globalization, teachers need to support and assess collaborative learning which is essential to a participatory culture to advance and create knowledge in the Knowledge Age. Drawing upon the New London Group’s (1996) notion of multiliteracies to understand literacy practice, we present a study of Social Network Analysis of an online discussion among 19 graduate students facilitated by one instructor who aimed to promote a participatory culture and design online literacy teacher education courses. Findings of this case study showed the possibility of identifying emerging collaborative knowledge networks as a key feature of multiliteracies. In an effort to innovate literacy teacher education, this paper represents the first attempt to integrate collaborative knowledge networks and multiliteracies.

Authors

• Mi Song Kim, University of Western Ontario

• Derya Kici, University of Toronto