Changing Literacies and Civic Pathways: Multiliteracies in Inquiry-Driven Classrooms

Abstract

Reflecting on how “the very nature of language learning has changed”(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google’s 20% approach, this study explored how mentorship, digital tools, and student interests provide “opportunities [for students] to find their own voices” (NLG, 1996, p. 71). In particular, this article analyzes student inquiry based on the 4 pedagogical foundations of multiliteracies: situated practice, overt instruction, critical framing, and transformed practice. By focusing on the voices and experiences of students, this framework highlights what multiliteracies can look like within classrooms. Ultimately, this study of literacies within inquiry-driven classrooms responds to the call of multiliteracies research from 20 years ago that, “Students need to develop the capacity to speak up, to negotiate, and to be able to engage critically with the conditions of their working lives” (New London Group, 1996, p. 67).

Additional Resources

1. Seglem, R., & Bonner, S. (2016). Disrupting complacency: Helping students find their voices through inquiry, literature and technology. Middle School Journal, 47, 21–29.This article breaks down the process used to introduce students to inquiry prior to implementing the 20% model in the middle school classroom. It describes the anchor activities used to help students become familiar with new technologies, as well as to make connections between texts and larger world issues. In addition, it demonstrates how to bridge their questions about literature to questions about the world and illustrates how to increase student agency through the creation of public service announcements about their discoveries.

2. Fleischer, C., & Andrew-Vaughn, S. (2009). Writing outside your comfort zone: Helping students navigate unfamiliar genres. Portsmouth, NH: Heinemann.A book focused on writing practices in English classrooms, Cathy Fleischer and Sarah Andrew-Vaughn provide clear examples of how to provide standards-aligned, inquiry-driven writing assessments in classes. With rubrics, sample prompts, and actual student examples, Writing Outside Your Comfort Zone is a clear text for pushing for increasing student agency through writing.

3. Pink, D.H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.Though not a book directly written for teachers or a book specifically about inquiry, Drive is regularly seen as a foundational text in contextualizing 20% approaches to pedagogy. A book focused on the motivation behind interests in business and sociological contexts, Daniel Pink’s text is an engaging and motivating read for teachers and students alike. Abundant resources in the back of the book guide action plans and additional reading.

Additional information

Notes on contributors

Robyn Seglem

Robyn Seglem is an Associate Professor at Illinois State University. Antero Garcia is an Assistant Professor, Graduate School of Education, Stanford University.