TREKKINGTHROUGHLITERACY

TrekkingThroughLiteracy
AMultiliteraciesMetaphor
MariekevanLankvelt
UniversityofWesternOntario

TREKKINGTHROUGHLITERACY

Abstract
ThepurposeofthispaperistoexploremyteachingmetaphorofLiteracyastrekking.It
intendstoexploretheimportanceofmultiliteracies,multimodality,identityassocial
practiceandourrolesasteacherswithinachangingeducationalparadigm.Itwillalso
speaktotherelationshipandconnectionthatliteracyholdswithasuccessfultrekking
program.ThesupportforthispaperdrawsmainlyfromtheworksofMiSongKim,David
Barton,MaryHamilton,AllanLuke,BrianStreet,JamesGee,theNewLondonGroup,
ElizabethBirrMoje,MayKalantzisandBillCope.Theresearchisbasedmainlyupon
journals,casestudies,informationalvideosandcurriculumdocuments.

TREKKINGTHROUGHLITERACY

IntroductiontotheImportanceofLiteracyandTrekking
Overthepasthundredyears,ourwaysofcommunicatingwitheachotherhas
greatlychanged.However,onethingremainsthesame.Westillrelyheavilyonwords,
phrases,gesturesandimagestohelpconveyourmeaning.Unfortunately,withinour
schoolingsystemswestillteachheavilytothereadingandwritingspectrumofliteracy,
ratherthanfocussingonthevarietyofwaysofcommunication.Throughthemetaphor
ofliteracyastrekking,Iwillexplainwhyprovidingourstudentswithamultiliterate
programwillhelpthemtofeelasenseofcommunity,buildidentity,connectwithone
anotherandgainadeeperunderstandingoftheknowledgepresentedtothem.
Figure1

Figure2

BenefitofOutdoorEducation/Trekking

BenefitsofaMutiliterateProgram

http://www.grenvillehouse.co.uk/grenvillehouseexperience.html
http://www.mmiweb.org.uk/downloads/bloomimages/bloom_plts.jpg

TREKKINGTHROUGHLITERACY

Throughthetwodiagramsabove,wecanclearlyseethatbothatrekkingand
literacyprogramhavesimilarbenefitsacademically,socially,andemotionally.Common
themesthatareapparentthroughoutbothimagesare:creativity,reflective,
independent,inquirers,cooperativeandcommunitymembers.Ithasbeenvery
apparentinthedifferentschoolsIhaveworkedinthatteachingtheaboveskillssolely
throughreadingandwritingareverychallenging.WhetheritwasaGrade4younggirl
inKuwait,aGrade2boyinCanadaoraGrade8girlinSouthKorea,allofthestudents
hadaneasiertimedevelopingtheselifeskillsthroughaprogramthatwasbasedaround
multiliteracies.
Multiliteraciesfoundthroughouttreksandschools
TheNewLondonGroupdefinedthegeneralmissionofeducationasits
fundamentalpurposeistoensurethatallstudentsbenefitfromlearninginwaysthat
allowthemtoparticipatefullyinpublic,communityandeconomiclife.(NLG,pg60)
Additionally,AllanLukestatedthatthetwomostimportantpedagogieswere
intellectual
depthandconnectednesstotherealworld.Itisthroughbothofthesestatements
madebytheoriststhatwecanseetheimportanceofcreatingaliteracyprogramthatis
constantlychangingandadaptingtothenewenvironmentsandworldsaroundus.The
studentsshouldbeinvolvedwiththeplanning,executionandreflectionprocesswithin
bothliteracyandtrekkingprograms.Theyneedtohearstoriesandfindwaysof
connectinginordertoreceivethemostbenefitspossible.Studentsareempowered
whentheyrecognizethatthesharedhumanstoryisenrichedbythediversityofhuman
experience.Whenwemakeconnectionstotheworldofothers,andtoourownworld,

TREKKINGTHROUGHLITERACY

weexpandourunderstandingofourselvesaswellasthosewhoseexperienceisvastly
differentfromourown.(OhioStandards)Itisbecauseofthesereasonsthatwecan
begintoexplorethebenefitsofamultiliterateprogramalongwithproviding
opportunitiestotrekintheoutsideenvironment.
Figure3
Multiliteraciesvisualdiagram

Multiliteraciesreferstotwomajoraspectsoflanguageusetoday.Thefirstisthe
variabilityofmeaningmakingindifferentcultural,socialordomainspecificcontexts.
Thesecondaspectoflanguageusetodayarisesinpartfromthecharacteristicsofthe
newinformationandcommunicationsmedia.Meaningismadeinwaysthatare
increasinglymultimodalinwhichwrittenlinguisticmodesofmeaninginterfacewith
oral,visual,audio,gestural,tactileandspatialpatternsofmeaning.(Kalantzisand
Copepg.195).Withstudentsfromavarietyofcultures,increasinglydifferent
backgroundsandbeingexposedtomultipleformsofcommunication,itisimportantfor
ustorecognizetheimportanceofmultiliteracies.Justastrekkingrequiresverbal

TREKKINGTHROUGHLITERACY

planning,technologicalhelpwithGPS,compasssupportsandtactileactivities,literacy
alsorequiresavastarrayofteachingstrategiesinordertoallowforshared
understandingstoformandforeachstudenttomakemeaningoftheworldaround
them.
Itisclearthatbothtrekkingandliteracyhaveseenagreatshiftfromtheindustrial
agetotheknowledgeage.Intrekking,wehaveseentheimplementationoftechnology
playalargerole.GooglestreetviewcantakeyouuptothetopofMt.Kilimanjaroand
allowyoutoseepartsoftheworldthatusedtoonlybeavailabletoasmallselectgroup
ofpeople.Trekkingnowdoesnotonlymeantakingahikethroughthewoods,
helicoptershaveallowedformorebackcountryexploration,theinternethasopenedup
forumsforpeopletodiscusstrailconditionsandpostvideospertinenttothehikes,and
newtechnologyhascreatedwarmerclothingandbetterprotectionwhilecamping.Allof
theseimprovementshavemadetrekkingmoreaccessiblenowthanintheindustrial
age.Theknowledgegainedfromtrialandexperiencehaveledtoanewcommunityof
trekkers.
Literacyhasseensimilarresults.Duringtheindustrialage,workseemedtobe
onedimensional,focussingonlyondirectinstructions,whichledtoworkproducedthat
wasunoriginal,andcompletedinaroutineorder.Inourdevelopingknowledgeage,we
seemtofocusmoreongroupwork,askingotherstoassociatewiththeircommunityas
awholeandallowingmorefreedomwithwhichartefactstheycreate.Inour
classrooms,itseemsthatthepedagogicalapproachisgearingmoretowardsinquiry,

TREKKINGTHROUGHLITERACY

ratherthansit,listenandmemorize.Wearebecomingawareofourchangingworld,
andattempttosupplymoreopportunitiesfortechnology.Theconvergenceofmedia
andtechnologyinaglobalcultureischangingthewaywelearnabouttheworldand
challengingtheveryfoundationsofeducation.Nolongerisitenoughtobeabletoread
theprintedwordchildren,youth,andadults,too,needtheabilitytocriticallyinterpret
thepowerfulimagesofamultimediaculture.(Thoman)
However,assomeschoolsareworkingtowardseducatingthemselvesonthe
newwaveoftechnologyliteracy,weseemtostillbeworkinginacurrentsystemof
education(which)wasdesignedandconceivedandstructuredforadifferentage.Sir
KenRobinsonspeaksaboutthisinhisRSAtalk,whichdiscussesthenotionthatwhile
wearegrowinginsomewayswithoureducation,wearestuckinasystemwhichwas
createdforourgrandparentsandparents.Westilllumpkidsingroupsaccordingto
age,notability.Westillhaveschoolfromaround8:004:00,evenafterstudieshave
shownthatmiddleschoolstudentscannotbegintofocusuntil10:00attheearliest.So
whilewehaveseenabigdevelopmentinliteracydevelopmentfromtheindustrialageto
theknowledgeage,westillhavealotofroomtogrowwithinourowneducational
system.
Partofthisgrowthmeansimplementingmultiliteraciesratherthanfocussing
solelyonthereadingandwritingaspectofliteracy.Duetoourcommunitiesandworlds
constantlychanging,studentsarebeingexposedtotextuallymediatedsocialworlds
whicharecomposedofmorethanjustthebasicreadingandwritingoftheindustrial

TREKKINGTHROUGHLITERACY

age.Thesesocialworldsarenotlimitedtohighlyscriptedworkplacesor
workplacelikesettings.(...)Socialpracticesdiffergreatlyacrossthisdiversityof
contextsandsocialinteractionhasdifferentcharacteristics.(Barton&Hamilton,pg.8)
Takeforexample,mygrade8EnglishclassinKorea.Weareworkingata1to1
schoolwhereallstudentsabovegrade2areprovidedwithalaptop,whilePreKto
Grade2areprovidedwithiPads.Themajorityofstudentshavetheirownsmartphone,
andliveinhousesthathavethetopofthelinetechnology.Ridingontheschoolbuses
andsubways,theyseeadvertisementsbroadcastedonLEDscreens,andhavenews
updatessentviatexttotheirphones.Ifweweretofocusonjustliteracywiththese
students,wewouldbetakingawaytheirpowertogrowfromtheknowledgeprovidedby
themultiliteraciestheyseeonadailybasis.However,whenIwasworkinginCanada,
onlyhalfofmystudentsownedcellphonesandlotsofthemwalkedtoschool.They
wouldrequireacompletelydifferentsetofmultiliteratepracticeswhichconnectedto
theirsocialbackgroundsandcommunities.
Geeetal.statedthatclassroomteachingandcurriculumhavetoengagethe
studentsownexperiencesanddiscourses,whichareincreasinglydefinedbycultural
andsubculturaldiversityandthedifferentlanguagebackgroundandpracticesthat
comewiththisdiversity.(Gee,pg.88)Experientialtreksanddevelopedclassrooms
allowforstudentstohelpcreatetheirownprogramwhichisnotdefinedbysomeone
disconnectedfromthem.Multiliteraciesshouldbeinfluencedanddirectedbythese
experiencestoensurethemostbeneficialprogrampossible.

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Multimodalitywithinourcurrentsystems
Whenwearediscussingmultiliteraciesandmultimodality,wearefocussingon
onemainwordmulti.Multimeansmany/multiple/morethanone.Sotoconnectitto
literacyandmodality,wearelookingatmorethanonewaytoapproach,teachand
understandbothtopics.
Figure4
:
TheNewLondonGroupsMultimodalDiagram

http://etec.ctlt.ubc.ca/510wiki/images/b/bf/Multimodaldiagram.jpg

TREKKINGTHROUGHLITERACY

10

Itisveryclearthateducationaroundtheworldisconstantlychanging.Weare
adaptingtonewformsofcommunicating,interactingwithtexts,andunderstandingthe
"social"worldaroundus.Furthermore,ourclassroomsandcommunitiesarebecoming
morediverseeveryday.Equally,trekkinghasseenmultiplechangesthroughoutthe
lasthundredyears,andtheopportunitiestosetintounknownterritoryarebecoming
morediverseandchallenging.Itisbecauseofthiseverchangingenvironmentthatwe
cannotfocussolelyononeliteracyoronemodalityoronetypeoftrek.
ThroughoutStreet,PahlandRowsell'sjournal"MultimodalityandNewLiteracy
Studies",theyraisetheideathatour"currentcurriculaisunabletocopewithcomplex
digitalliteracies."(Street,pg195)Tocomplimenttheirconcern,Dr.Lotheringtonfrom
YorkuniversitystatesinhervideothatMultimodalliteraciesinoursocietyhavebeen
engulfedwithtechnologyandwearealwayscommunicatinginnewways.However,we
arestillteachingtothe20thcenturycommunicationskills.Thisprovidesaconcern
withinourteachingpractice,andaneedtoincorporateamultimodalperspectiveinto
ourcurrentcurriculums.JustaswewouldnottrytosummitMt.Everestwithoutthe
mostadvancedtechnologyandsurvivalsuppliesavailable,wecannotcontinuetoteach
literacywithoutlookingatthenewtheories,teachingpracticesandeverchanging
communicationskills.
Whenmanyofuswenttoschool,weperceivedasuccessfulliteratestudentas
someonewhocouldmemorizefactsandpiecesofinformation.Itwasconsidered
importanttocomeintotheclassroom,sitinrows,andwritethenotesthatwereonthe

TREKKINGTHROUGHLITERACY

11

board.Sometimes,wewoulddiscussthematter,andothertimes,wewouldwritedown
ourthoughts.Rarely,didasuccessfulprogramincludeanyotherformofliteracy
withintheirlearningexperience.
Now,whenIteachalessoninmycurrentGrade8class,Iprovidethestudents
withavarietyoftoolstoaccessandmakemeaningofthetopicbeingdiscussed.When
wearereadingastory,wehavevideostounderstandbackgroundknowledge,weact
outscenes,weprovideimagestohelpunderstandthesetting,andlistentomusicto
helpsetthescene.AsGuntherKressstatedinhisvideos"Ifyouareonlyinterestedin
writing,youaremakingitimpossibletofullycommunicateandunderstandwhatisbeing
discussed".Hegoesontoexplainhow"socializingsemiosis"andnewresources,allows
thestudentstomakemeaningofthematerial.Theyhavetheabilitytoseeit,touchit,
hearit,tasteit,smellit.Thismultimodallenseallowsustoseeandunderstandmore!
Whenthestudentsareaskedtopresenttheinformationthattheyhavelearned,I
providethemwithopportunitiesthatallowfortheirmultipleintelligencestoshine.In
Figure5,youcanseeanexampleofafinalassessmentpiece.Thestudentshadthe
freedomtochoosewhattheythoughtwasbestsuitedtotheirstrengthsand
weaknesses.Thisreflectednicelyuponourunitofliteraturestudiesthroughvideos,
dramaticplay,tactileactivitiesandreaderstheatre.

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Figure5
:
SampleofStudentAssessmentinaMultiliterateclassroom

AsGuntherKressstatedinhisvideo"WhatisMultimodality",weneedtoprovide
resourcestoourstudentssotheycansee,hear,touch,tasteandsmellindifferentwaysto
developunderstanding.Amultimodallenseallowsustoseemore,andprovidesopportunities
forconnectionthatgoesbeyondthefocusononetypeofmeaning.Asourcommunitiesgrow,
developandadapt,weshouldbe"account(ing)forthecontextofourculturallyandlinguistically
diverseandincreasinglyglobalizedsocieties."(NGLpg61).SimilartoKresssstatements,
trekkingalsorequiresasenseofmutlimodality.Asuccessfulhikewillincludeverbal
communication,kinestheticmovement,auditorylisteningskills,andwrittenreflectionaboutthe

TREKKINGTHROUGHLITERACY

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processandthejourney.Ensuringthatweincludemultimodalitywithinour

culturallyand
linguisticallydiversesocietieswillhelpourstudentsdeveloptheirownidentities.

BuildingIdentitiesthroughSocialPractices

Literacyismorethansimplypracticingskillsortransferringprocessfromone

headtoanother.Learning,fromasocialandculturalperspective,involvespeoplein
participation,interaction,relationships,andcontexts,allofwhichhaveimplicationsfor
howpeoplemakesenseofthemselvesandothers,identifyandareidentified.(Moje,
Luke)Sinceoursocialworldsarenotlimitedtohighlyscripted(schoolsettings),itis
importanttorememberthatsocialpracticesdiffergreatlyacrosscontextsand(each)
socialinteractionhasdifferentcontexts.(BartonandHamilton,pg8)Eachstudenthas
adifferentsocialbackground,howeverweneedtoremindourselvesthatweareallpart
ofasimilar,localizedcommunity.
Duetothenatureofthediversestudentsweworkwith,weneedtoremember
thatthereliesgreatimportanceinallowingtheliteracymodelstobesupportedbythe
ethnographicsofthecommunitywherethatmodelislocated.Thismeansthatwe
cannotallowourdevelopmentofliteracymodelstogrowinsideaschoolalone.We
requirethesupportandassistancefromourlocalpoliciesandcommunitiesinorderto
promoteourunderstandingofwhatliteracymeans.LukeandStreetbothspeakabout
thisnotionthatliteracyisnotsolelyreflecteduponthecurriculumandtheteacher.Luke
statedthatToassumethat...literacycanbesolvedbetweenthefourwallsofthe
classroomorschoolisanotheriterationoftheliteracymyth.(Luke,13)Tocompliment

TREKKINGTHROUGHLITERACY

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LukescritiqueabouttheliteracymythwecanlookatStreetsphilosophyofthe
ideologicalmodelofliteracy.Heseestheimportanceofliteracybeingasocial
practice,notsimplyatechnicalandneutralskillthatitisalwaysembeddedinsocially
constructedepistemologicalprinciples,(Street,2)andthatliteracydoesoftencome
fromlocalsituationsfromoutsideandbringswithitbothskillsandmeaningsthatare
largerthantheemicperspectivefavouritebyNLS.(Street,6)Allofthesepracticescan
befoundthroughoutatrekaswell.Itisclearlyimportanttohaveastudentimmersedin
theoutsideenvironmentwhentraining,participatingandevenplanningforatrek.
Theseskillsthataredevelopeddonotonlyinfluencetheirfuturetrekkingexperiences,it
alsoallowsfordevelopmentofmanyskillsthatcanbeusedwithinmanyothersocial
practices.Theseexperiences,bothwithinliteracyandtrekkingallowforallofustofind
newwaysofmakingmeaning.
Reflectingbackonmyownteachingcareer,IhavealwaysensuredthatI
includedthelocalsituationswithinmyteachingpractice.Promotingliteracyinaprivate
schoolinaGulfcountryisdoneinaverydifferentwaythanpromotingliteracyinan
innercityschoolinCanada.Wemusttrytouseoursupportsystemsfromoutsideour
classroomwallstoensurethatwearenottryingtoforceourownconceptionofwhat
literacymustbe.Itistruethatourwaysofmakingmeaningscontinuetochange,and
whenweonlyfocusonthewesternidealofmakingmeaning,wefailtoconnectthe
importancetoothercommunitiesaroundtheworld.Thisprovesthatyoucannotusethe
autonomousapproachandsimplyimposewesternconceptionsofliteracyontoother
culturesorwithinacountryofoneclassorculturalgroupontoothers.(Street,2)

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Combinethiswiththeunderstandingthatliteracydevelopsidentity,andwecan

seethatitisimportanttoallowformanyopportunitiesinwhichourstudentsareableto
exploreandparticipateinselfdiscovery.
Alloftheseaspectsareapparentwhen
trekkingthroughunknownland.Itisimportanttoreflectuponourselvesandallowthe
experiencetohelpbuildouridentities.
Themakingof(literacy),outwardlyas
articulationorinwardlyasinterpretation,complexorsimple,largeorsmallinthesocially
shapedenvironmentofeverydaylivesistheprocessofsemiosis.(Kress,44)We
mustallowthestudentstoexplorethisprocessontheirown.
Allowingstudentsto
exploretheirliteracyprogramsandinquireaboutwhattheyarelearning,allowsforthe
importantprocessofsemiosistooccur.Thisiswherewecanseehowimportantour
newinquirybasedlearningpedagogyistothedevelopmentofteachingpractices.As
ourcurriculumsgounderconstantreview,weseeourownpedagogicalpracticesand
ourroleasliteracyteachersconstantlychanging.
RolesofTeachers
Curriculumandpedagogyshouldnotbedisconnectedwithideasabout
knowledgebecausethetwogohandinhand.Ineachclassroom,yourpedagogic
approachshouldbeinfluencedbycurriculumandviceversa.Throughoutbothofthese,
allknowledgepresentedtostudentsshouldbeconsideredimportant.Letstakean
Englishclassroomforexample.Wemustuseallofourknowledgeaboutreading,
writing,gestures,acting,discussions,imagery,etcinordertounderstandoneanother
andthestoriesthatwearereading.Thisiswheremultiliteraciescomeintoplay.Ifyou
weretofocusononeaspectonly,letssaywriting,youarenotaddressingthesocial

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andculturalneedsofeachchild.Ifweweretouseonlypenandpaper,wewouldbe
blockingmanystudentswhorequiretheassistanceofcomputersontheoppositeend,
ifweonlyeverusecomputers,wemightbestiflingthecreativitythatstudentsfeel
throughpenandpaper.
AsKressstatedThemakingofsigns,outwardlyasarticulationorinwardlyas
interpretation,complexorsimple,largeorsmallinthesociallyshapedenvironmentof
everydaylivesistheprocessofsemiosis(Kress,44)Wemustallowthestudentsto
explorethisprocessontheirown.Thisexplorationprocessisknownasinquirylearning
andisbecomingwildlypopularamongstschools,especiallyclassroomsthatteach
withintheIB(InternationalBaccalaureate)program.TheIBprogramisacurriculum
frameworkdesignedforstudentsaged3to18.Itfocusesonthedevelopmentofthe
wholechildasaninquirer,bothintheclassroomandintheworldoutside.(IB
handbookpg.1)

Figure6
:
IBInquiry(ExperimentalCycle)

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https://sciencevideos.files.wordpress.com/2014/08/myp1experimentalcyclediagram.png

Withinthisinquiryprogramwecanseehowusingamultiliterateclassroom
providesopportunitiesforstudentstobeapartofselfexploration,allowingthemto
inquireabouttheirlocalandglobalworldswhileintroducingthemtonewsocialized
settings.Ourschool,ChadwickInternational,hasrecentlytakenthemovetotheIB
program.Whileithasbeenhardtoadjustourownteachingpracticestoanew
educationalpractice,itisimportantthatasteachers,wecontinuetoexploretherecent
studiesandtheories.Itisthroughthisdevelopmentofourteachingstylesthatwecan
provideuniqueandinterestingwaystoteachliteracytoourstudents.Thisisthesame
forpeoplewhoenjoytrekking.Wecannotrelyonlyonthetreksthatpeoplehave
completedinthepast,asthatwouldlimitsomuchoftheworldaroundus.Weneedto
readuponwhatothersareaccomplishingontheirownadventuresandusethose
storiesandexperiencestobuildupournexttrekinthewilderness.
Conclusion

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Throughoursharedexperiencesandfromthenewstudiesgoingonaround
literacy,wecanseethatitisincrediblyimportanttoincludeamultiliterateprogram
withinoureducationalsystems.Justastrekkersneedaworldtoexploreandoften
requireguideswhohaveasupportsystemtoensurethemostbeneficialsummitofa
mountain,ourstudentsrequireteacherstoprovidethemampleopportunitiestoexplore.
Itisourroletoensurethatweincludemultimodalandmultiliteracyteachingwithinour
practices.
Itisthroughthesepracticesthatwecanprovidetoolswhichwillchangetheir
understandingofliteracyandgetawayfrommakingthewrittenlanguagetoogeneral.
(Kress).Thereforeweneedtocontinuetofindopportunitiesforstudentstochallenge
othersandthemselveswhileencouragingindependentcriticalthinkers.
Ourroleandour

dutyistocontinueeducatingourselvesonthisswitchintheeducationalparadigm.We
needtoreviewnewjournals,explorenewresearchandcontinuetofindwaystoinclude
thestudentssocialexperience,culturalbackgrounds,andmultipleintelligenceswithin
ourliteracyprograms.
Ifweareabletostriveforthosegoals,ourstudentswillbenefit
fromastronger,wellbalancedliteracyprogram.

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Sternberg,Bob."NoneoftheAboveWhyStandardizedTestingFails:Bob
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