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PP 107: Multiliteracies for Collaborative Learning Environments

TESOL Certificate Program: Principles and Practices of Online Teaching
This course:
September 12-October 9, 2005

Session Leader: Vance Stevens, Petroleum Institute, Abu Dhabi, United Arab Emirates

Portals: Moodle:
This course has been set to deny guest access until after October 9, 2005.
Registered participants, get the enrolment key for the Moodle at
Desire to Learn
Resources | Syllabus for 2005 | 'Multilit' Yahoo Group | Webheads
Each name below links to the Participants page for 2005
Preview a forthcoming article in TESL-EJ explaining the progression of documents in this course

Angela Waigand
Sharjah, United Arab Emirates

Bob Palmer
Sapporo, Japan

Buthaina Alothman

Claire Bradin Siskin

Dafne Gonzales
Caracas, Venzuela

Doris Molero
Maracaibo, Venezuela

Dennis Oliver
Phoenix, Arizona

Elderbob Brannon
Grand Prairie, Texas

Graciela Martin
Buenos Aires, Argentina

Holly Dilatush

Hyman Wong
Hong Kong

Maryanne Burgos
Buffalo, NY

Lilia Joy Hanson, Kentucky

Norbella Miranda
Cali, Colombia

Vance Stevens
Abu Dhabi, UAE
What am I looking at?

Roger Drury
Atlanta, Georgia

Shelly Peters
Nagoya, Japan

Mary Jane Danan

"At first people used to say it's not the e that's important, it's the learning. I don't think that's true. I think it's the e that's important. It's networking, it's management, and it's learning how to deal with computers." - Jay Cross, in Abu Dhabi for an eMerging eLearning Conference, quoted in the Gulf News, Sept. 13, 2004, p.6

Session Overview
See the syllabus (for 2005)

A multiliterate teacher understands the many ways that technology interacts and intertwines with academic life, and actively learns how to gain control over those aspects impacting teaching and professional development. Multiliterate individuals are aware of the pitfalls inherent in technology while striving for empowerment through effective strategies for first discerning and then taking advantage of those aspects of changing technologies most appropriate to their situations. These strategies include managing, processing, and interpreting a constant influx of information, filtering what is useful, and then enhancing the learning environment with the most appropriate applications. This course

Topics covered include:

Schedule overview and resources (for 2005, update in progress)

Follow this link to see the Syllabus and day-by-day outline of the course

Course portals

Since this is a course on Multiliteracies, we utilize various free and open source groupware tools in order to explore their particular benefits as well as help us organize the course. Multiple venues can potentially disorganizing a course as well, so it is important that participants understand the purpose of each portal, their relationship to one another, and relative importance to the course:


I placed a recap from last year of 'what is multiliteracy' in the Links area of my web pages

Blogging Safari:
~\ Let's go blogging now, everyone is learning how /~
~\ Come on and safari with me! /~ (a la Beach Boys)

Getting Started - Sept 1, 2004 - The following gives insights into what 'multiliteracy' might be ...

Carla Meskill issued a call for papers for a special issue of Language Learning & Technology which will examine the many issues related to electronic literacy, especially as it applies to second language learning. To quote from the call:

This special issue of Language Learning & Technology will examine the many issues related to electronic literacy, especially as it applies to second language learning. While it is clear that what we see and hear on television and computer screens is unique from what we read in print, frameworks for conceptualizing, analyzing, and integrating into instructional practices the ways we understand the world through these media are lacking. What processes constitute our reading of these electronic texts? What does it mean and will it mean to be electronically literate? How do the experiences we have with what we see and interact with on screens influence language use? In what way is electronic literacy impacting the ways we use, teach, and learn language?

Possible topics include, but are not limited to:

Other resources are listed on our Resources page and in the Course Moodle at

LAST YEAR's Portal | Session overview | Meet the participants | Schedule and resources | Syllabus | Events log | Course content: Week 1 / Week 2 / Week 3 / Week 4 | News | Bibliography
"Welcome" - a few words from Vance at the start of the course in 2004 (out of date for 2005)

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For comments, suggestions, or further information on this page, contact Vance Stevens, page webmaster.

Last updated: October 3, 2005

(C)opyright 2005 Vance Stevens