Perspective sociomatérielle sur la pédagogie des multilittératies

Abstract

In this article, we work with sociomaterial theories to propose new lines of thought on the notion of design, central to the New London Group’s (1996) foundational text “A pedagogy of multiliteracies: Designing social futures”. Adopting a reflexive and critical gaze on the dynamics among the intentional aspect of our own pedagogical approach, our research agenda and the spontaneous nature of relations that become apparent during a workshop on the digital creation of multimodal and bilingual stories, we present a narrative that follows the pedagogical design and chronological unfolding of our workshop. Moments of theoretical reflection are integrated in this narrative to put to work the concepts of agencement, affect, rhizome and smooth and striated spaces. A sociomaterial pedagogy of multiliteracies emerges from this narrative, open to the unpredictability of productive interruptions that tend to be disregarded when planning research and teaching/learning activities.