Infusing Multiple Literacies into Teaching and Learning across sction of LLED 301

The department of Language and Literacy Education developed the course LLED 301 "Language across the curriculum in multilingual classrooms" in the early 1990s for all secondary students in the B.Ed program in the Faculty of Education. The underlying philosophy of the course is that all subject area teachers are literacy teachers who must meet the cultural and academic needs of their students. More recently, the notion of what constitutes language and literacy practices includes ways of communicating across a variety of integrated print and non-print media and genres (including visual arts, multimedia, movement, etc). The current coordinator of the multi-section course (Rogers) has attempted to build such a "multiple literacies" component to the course. In summer, 2004, a skilled arts and new media instructor (LaMonde), hired to teach a section of 301, implemented a range of new, research-based multiple literacy strategies into her syllabi. Students were very enthusiastic about the new approaches and many products can be viewed on the course website:

This proposal seeks funding to provide sessional instructors teaching LLED 301 and the approximately 400 students across 11 sections with the technical support and expertise of this highly skilled educator to fully implement multiple literacy approaches to learning across the subject areas. The main objectives for 2005/2006 will be to:

1. Employ a ‘meta-sessional’ to lead pre-course concurrent sessions for instructors and students.
2. Extend funding to the student technology coaches that were designated and paid during the pre-practicum phase, a Dean of Education implemented project already in place.
3. Purchase technologies (e.g., digital projector, digital cameras) for the use during instructional phases (pre-course and concurrent sessions) and student showcasing.

Theresa Rogers, Language and Literacy, Faculty of Education
Anne-Marie LaMonde, Faculty of Education