Multiple Literacies Theory: Discourse, sensation, resonance and becoming

Masny, Diana (2012) Multiple Literacies Theory: Discourse, sensation, resonance and becoming. Discourse, 33(1), pp. 113-128.

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This thematic issue on education and the politics of becoming focuses on how a Multiple Literacies Theory (MLT) plugs into practice in education. MLT does this by creating an assemblage between discourse, text, resonance and sensations. What does this produce? Becoming AND how one might live are the product of an assemblage (May, 2005; Semetsky, 2003). In this paper, MLT is the approach that explores the connection between educational theory and practice through the lens of an empirical study of multilingual children acquiring multiple writing systems simultaneously. The introduction explicates discourse, text, resonance, sensation and becoming. The second section introduces certain Deleuzian concepts that plug into MLT. The third section serves as an introduction to MLT. The fourth section is devoted to the study by way of a rhizoanalysis. Finally, drawing on the concept of the rhizome, this article exits with potential lines of flight opened by MLT. These are becomings which highlight the significance of this work in terms of transforming not only how literacies are conceptualized, especially in minority language contexts, but also how one might live.

Impact and interest:

3 citations in Scopus
2 citations in Web of Science®
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ID Code: 60321
Item Type: Journal Article
Refereed: Yes
DOI: 10.1080/01596306.2012.632172
ISSN: 0159-6306
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Taylor & Francis
Deposited On: 28 May 2013 05:07
Last Modified: 05 Jun 2013 22:14

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