This qualitative multi-case study of academic literacy is the
first research to assume the premises of the Multiliteracies
Project of the New London Group of literacy researchers. It takes a
multimodal view of literacy, not limited to reading and writing,
and sets about to uncover the Design (the flexible structuring of
rules and principles) that students and teachers both follow and
create in college courses. This Design takes the form of a game in
which students channel content from sources, such as texts and
lectures, to assessments of various kinds. Students are then
rewarded in the form of grades to the extent that the content they
display matches the criteria the professor sets up.
The students in this study had to determine which content would
or would not match these criteria, which of six "types of
information" (facts, concepts, connections, processes, principles,
or metainformation, e.g., rhetorical patterns) were desired and how
best to supply them. To move content from source to target they
used four "operations." These include exposure (making themselves
conscious of the information), extraction (a process of selecting
information), manipulation (changing or synthesizing information),
and display (showing the information). Greater awareness of this
Design led to greater success. Pedagogical implications of this
model include establishing a more realistic curricula for academic
literacy programs and educating professors to better match grading
criteria with learning goals.
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