Abstract
ABSTRACT This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It has two fundamental aspects: one, of an epistemic nature, refers to the need to de-link the concept from a particular hegemonic scholarship so that local knowledge production may prevent literacy practices from universalisms and methodologization; the other, of a technological nature, refers to the need to de-link the concept of multiliteracies from its apparent subjection to the digital.
Highlights
The epigraph that opens up this article is a concrete poem that I, Ana Duboc, presented during my talk in one of the Applied Linguistics Q&A Sessions broadcast live on YouTube1 in 2020
Not reading in the sense of decoding – as the alphabet remains a bit awkward to her. Valentina reads as she orchestrates a richly aesthetic literacy event (BARTON, 1994) by activating a rich variety of semiotic modes (KRESS, 2003) built over our bedtime reading. While part of these modes is explicitly displayed at the printed book, what turns to be essential in her meaning making process is of an “invisible” kind to any interlocutor that is not part of our enunciation, a particular extra-discursive multisensorial experience which is located in time, in space, and mostly, in our situated bodies
I could refer to the pedagogy of multiliteracies in pandemic times
Summary
The epigraph that opens up this article is a concrete poem that I, Ana Duboc, presented during my talk in one of the Applied Linguistics Q&A Sessions broadcast live on YouTube1 in 2020.
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