Re-imagining literacies and literacies pedagogy in the context of semio-technologies

Abstract

This paper seeks to explore and re-imagine the notion of literacy, by first reconceptualising it in its plural form as literacies, and second, by embedding it within the context of semio-technologies. From this basis, and employing interface theory, it contends that imagination serves as a launching pad for literacies, semio-technologies and literacies pedagogy. The paper also argues that in its plural form, literacies does not only entail the critical literacies, New Literacy Studies, new literacies and multiliteracies perspectives, but also encompasses other literacy permutations, such as multicultural literacies, pluralistic literacies, globalised literacies, digital literacies, mobile literacies, data literacies and high literacies. In addition, it proposes how literacies can be incorporated into school curricula and taught in both primary and secondary school contexts. It suggests three models (standalone, infusion and crosscutting models) for curriculating literacies. Lastly, the paper characterises the changing nature of learners and the changing roles of teachers in view of ever-evolving literacies.