Bill Cope
Biographic Data
| ID | 153757 |
|---|---|
| NAME | Bill Cope |
| GIVEN NAMES | Bill |
| FAMILY NAME | Cope |
| SIGNATURE | COPE B |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-2129-395X |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 131 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Remembering Courtney Cazden, 1925–2025
Here we remember and honor Courtney B. Cazden (1925–2025), whose scholarship, mentorship, and moral clarity profoundly shaped the study of language, literacy, and learning. Drawing on our shared experiences as colleagues, collaborators, students, and friends, we reflect on Courtney's enduring contributions to classroom discourse analysis, bilingual and Indigenous education, sociocultural theories of learning, and the pedagogy of multiliteracies. …
Multiliteracies in Education
After defining multiliteracies and providing a brief bibliographical background, this encyclopedia entry analyzes the socio‐linguistic context which prompted the development of this approach, the multiliteracies analysis of multimodal meaning, and pedagogical applications of multiliteracies. The entry concludes with a call for education justice supported by the precepts and practices of multiliteracies.
Generative transpositions: The (Anti-)Grammar of text-semantic, CyberSocial intelligence
In Volume 4, Issue 2 , our journal published the compelling and provocative article, A Multimodal Grammar of Artificial Intelligence: Measuring the Gains and Losses in Generative AI, by Bill Cope and Mary Kalantzis (https://doi.org/10.1177/26349795231221699). This insightful piece interrogated the scope of Generative AI through the lens of multimodal grammar, raising fundamental questions about meaning-making and learning. In the same issue, we i…
Multiliteracies Since Social Media and Artificial Intelligence
In this supplement to the reprint of “A Pedagogy of Multiliteracies: Designing Social Futures,” Mary Kalantzis and Bill Cope revisit the foundational ideas of the New London Group thirty years after the article9s publication. They explore how the multiliteracies framework has evolved over time in response to changes in technology, media, and education. From the emergence of social media to the many possibilities of artificial intelligence, they e…
Inteligência Artificial Generativa Na Educação Básica: O Caso Do Protótipo Cyberscholar
Este artigo explora a implementação do CyberScholar, ferramenta de inteligência artificial generativa (IAG) em desenvolvimento para fornecer feedback sobre a escrita de alunos da educação básica em diferentes disciplinas escolares. Os testes foram conduzidos nos 7o, 8o, 10o e 11o anos, em quatro escolas nos Estados Unidos. Usando "engenharia de prompt" e "ajuste fino" de um Modelo Robusto de Linguagem (LLM) via Geração de Recuperação Aumentada (R…
The impact of AI-driven tools on student writing development: A case study
This paper aims to examine the impact of the CGScholar (Common Ground Scholar) Artificial Intelligence (AI) Helper on a pilot research initiative involving the writing development of 11th-grade students in English Language Arts. CGScholar AI Helper is an evolving and innovative web-based application designed to support students in their writing tasks by providing specified AI-generated feedback. This is a case study and relates to one of six inte…
Literacy in the Time of Artificial Intelligence
The latest mutation of Artificial Intelligence, Generative AI, is more than anything a technology of writing. It is a machine that can write. In a world‐historical frame, the significance of this cannot be understated. This is a technology in which the unnatural language of code tangles with the natural language of everyday life. Its form of writing, moreover, is multimodal, able not only to write text as conventionally understood, but also to “r…
A multimodal grammar of artificial intelligence: Measuring the gains and losses in generative AI
This paper analyzes the scope of Artificial Intelligence (AI) from the perspective of a multimodal grammar. Its focal point is Generative AI, a technology that puts so-called Large Language Models to work. The first part of the paper analyzes Generative AI, based as it is on the statistical probability of one token (a word or part of a word) following another. If the relation of tokens is meaningful, this is circumstantial and no more, because it…
Letramento na Era da Inteligência Artificial
A mais recente iteração da Inteligência Artificial, conhecida como "IA Generativa", constitui, sobretudo, uma tecnologia voltada para o processo de escrita. A IA Generativa é uma máquina capaz de produzir textos de gêneros diversos. No contexto histórico global, a importância dessa tecnologia não pode ser subestimada, uma vez que a linguagem artificial do código se entrelaça com a linguagem natural da vida cotidiana. A capacidade de escrita da IA…
A little history of e-learning: Finding new ways to learn in the PLATO computer education system, 1959–1976
The differences between computer-mediated and in-person learning are of increasing interest to educators, both with the rise of fully online education offerings and the move to ‘blended learning’ when teachers use computer-mediated learning to supplement and extend classroom activities. This paper offers a narrative history of the world’s first computer learning system, PLATO, developed at the University of Illinois between 1959 and 1976. The PLA…
AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses
Notes15 https://www.tandfonline.com/doi/full/10.1080/00131857.2022.208555416 https://www.project-syndicate.org/commentary/ai-chatbots-naive-idiots-no-sense-of-irony-by-slavoj-zizek-2023-0317 https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html
A Metalanguage for Learning: Rebalancing the Cognitive with the Socio-Material
Technology has enabled new ways of meaning-making in the digital age, incidentally bringing with it inequities in education as a result of the differing access, resources, and experiences of students. These inequities may be rendered invisible if society and schools neither recognize, value nor set out to include in formal education the meaning-making practices from students’ lifeworlds. Such neglect can perpetuate the digital divide among studen…
The cybernetics of learning
A proposal of formative assessment in EFL teaching and learning: Online writing and peer-review activities
Technological advances have promoted changes in social practices. In the educational context, they have set new roles and modified the relations among those who engage in the teaching-learning process, and have changed the way knowledge is produced, consumed and distributed, demanding new and efficient types of formative assessment. In this line of thought, this article suggests the multimodal platform CGScholar as an effective resource to develo…
Sentidos sem fronteiras para uma educação linguística transformadora: Translinguagem E Transposição Na Era Do Significado Multimodal E Mediado Digitalmente Em Tempos Pandêmicos
As tecnologias digitais alcançaram, em nível mundial, proporções inimagináveis desde o início da pandemia de COVID-19, o que tem intensificado o uso de redes, mídias e plataformas na comunicação cotidiana e levado milhões de professores e alunos a migrarem em massa para o ensino remoto. Isso nos força a repensar a produção de sentidos multimodais, procurando não apenas rever conceitos relacionados ao estudo da linguagem, como também propor termos…
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies
Over the past ten years, we have worked in a collaboration between educators and computer scientists at the University of Illinois to imagine futures for education in the context of what is loosely called “artificial intelligence.” Unhappy with the first generation of digital learning environments, our agenda has been to design alternatives and research their implementation. Our starting point has been to ask, what is the nature of machine intell…
Futures for research in education
Ours are times of unprecedented ‘disruption’. The business pundits like this idea. ‘Disruptive innovation’, they are inclined to call it (Bower and Christensen 1995), a contemporary variation of Jo
Pedagogies and Literacies, Disentangling the Historical Threads: An Interview with Bill Cope and Mary Kalantzis
In this discussion with educational researchers and New London Group conveners, Bill Cope and Mary Kalantzis, we discuss the origins, life, and future of the New London Group's multiliteracies framework. We reflect on the initial goals the group had over 20 years ago for more equitable schooling opportunities, and what is yet to be done to reach these ideals. We consider how Cope and Kalantzis' work in schools since that time, and in the literacy…
Multiliteracies in Education
The term multiliteracies refers to two major aspects of communication and representation today.
New learning: A charter for change in education 1
In this moment of tremendous change, investing in old ways of doing education is not the best way forward. In offering a Charter for Change we recognise that knowledge and learning will be pivotal to the social and personal transformations necessary to address the idiosyncratic challenges of our times. The transformed economic system emerging from the current financial crisis will require human capacities that only education can nurture, based on…
“Multiliteracies”: New Literacies, New Learning
This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a “pedagogy of multiliteracies” first put by the New London Group in 1996 New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66: 60–92. [Crossref], [Web of Science ®] , [Google Scholar]. It describes the dramatically changing social and technological contexts of communication and learning,…
El papel de Internet en las cambiantes ecologías del conocimiento
Más allá de lo que suele admitirse, el moderno sistema de conocimiento científico y universitario es una creación de la sociedad de la imprenta. Antes de llegar el siglo XXI, la imprenta era el canal de comunicación académica. Entonces, de manera bastante repentina con el cambio de siglo, los textos digitales empezaron a sustituir a la imprenta como el medio principal por el que los académicos acceden al conocimiento. Este artículo analiza alguna…
New Learning: Elements of a Science of Education
In this, the era of the 'knowledge society', more is expected of education than ever before, yet disappointment in education seems pervasive. New Learning analyses the state of education today and presents an exciting vision of what schools could be like. It addresses the fundamental questions: what kinds of workers, citizens and individuals will our future need, and how can schools refashion themselves and become more relevant? The focus is on l…
Multiliteracies: Lit Learning
Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their v…
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses
Notes15 https://www.tandfonline.com/doi/full/10.1080/00131857.2022.208555416 https://www.project-syndicate.org/commentary/ai-chatbots-naive-idiots-no-sense-of-irony-by-slavoj-zizek-2023-0317 https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html
Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies
Over the past ten years, we have worked in a collaboration between educators and computer scientists at the University of Illinois to imagine futures for education in the context of what is loosely called “artificial intelligence.” Unhappy with the first generation of digital learning environments, our agenda has been to design alternatives and research their implementation. Our starting point has been to ask, what is the nature of machine intell…
The student teacher in school: Conditions for development
Current realities in the student teaching experience: A preliminary inquiry
A role for practising teachers in initial teacher education
The Bicentenary and the failure of Australian nationalism
This article is an excerpt from the book: Mistaken Identity - Multiculturalism and the Demise of Nationalism in Australia, published by Pluto Press, Sydney in February 1988. This excerpt concentrates on the ideological side of the issue. The book also deals with the material basis of nationalism and its relation to developments in the political economy of world capitalism, and of Australia
Literacy in the Time of Artificial Intelligence
The latest mutation of Artificial Intelligence, Generative AI, is more than anything a technology of writing. It is a machine that can write. In a world‐historical frame, the significance of this cannot be understated. This is a technology in which the unnatural language of code tangles with the natural language of everyday life. Its form of writing, moreover, is multimodal, able not only to write text as conventionally understood, but also to “r…
Students' Use of Theory in an Initial Teacher Education Programme
Students in the final teaching practice semester of a secondary concurrent initial teacher education programme were asked to write an account of their development as teachers making reference to one or more of a number of theoretical frameworks. These comprised two aspects of situated learning, namely the community of practice [Lave & Wenger (1991) Situated Learning: Legitimate Peripheral Participation (Cambridge, Cambridge University Press)] and…
The cybernetics of learning
Pedagogies and Literacies, Disentangling the Historical Threads: An Interview with Bill Cope and Mary Kalantzis
In this discussion with educational researchers and New London Group conveners, Bill Cope and Mary Kalantzis, we discuss the origins, life, and future of the New London Group's multiliteracies framework. We reflect on the initial goals the group had over 20 years ago for more equitable schooling opportunities, and what is yet to be done to reach these ideals. We consider how Cope and Kalantzis' work in schools since that time, and in the literacy…
If you can: Inclusion in music making
This paper steps outside of conventional frameworks of schooling and examines inclusion from the perspective of eight young people and adults who play Scottish fiddle music in a group. The participants were asked to talk about their experiences of playing and their involvement with the group in practice and performance sessions. The group had been portrayed by its members as both inclusive, in the sense of involving players with a range of abilit…
Tesol and Critical Literacies: Modern, Post, or Neo
Book reviewed in this article: The Powers of Literacy: A Genre Approach to Teaching Writing. Bill Cope and Mary Kalantzis (Eds.) Critical Literacy: Politics, Praxis and the Postmodern. Colin Lankshear and Peter McLaren (Eds.) A Pedagogy of Multiliteracies: Designing Social Futures
New learning: A charter for change in education 1
In this moment of tremendous change, investing in old ways of doing education is not the best way forward. In offering a Charter for Change we recognise that knowledge and learning will be pivotal to the social and personal transformations necessary to address the idiosyncratic challenges of our times. The transformed economic system emerging from the current financial crisis will require human capacities that only education can nurture, based on…
University-based initial teacher education: Institutional re-positioning and professional renewal
The emphasis on 'partnership' in initial teacher education is a matter not just of organisational structure but of professional practices and purposes. If universities are to remain key players in initial teacher education, they must support the occupational group that represents the sector's interests and values: university-based initial teacher educators. Currently, however, this occupational group is awkwardly positioned between competing sets…
Sentidos sem fronteiras para uma educação linguística transformadora: Translinguagem E Transposição Na Era Do Significado Multimodal E Mediado Digitalmente Em Tempos Pandêmicos
As tecnologias digitais alcançaram, em nível mundial, proporções inimagináveis desde o início da pandemia de COVID-19, o que tem intensificado o uso de redes, mídias e plataformas na comunicação cotidiana e levado milhões de professores e alunos a migrarem em massa para o ensino remoto. Isso nos força a repensar a produção de sentidos multimodais, procurando não apenas rever conceitos relacionados ao estudo da linguagem, como também propor termos…
Futures for research in education
Ours are times of unprecedented ‘disruption’. The business pundits like this idea. ‘Disruptive innovation’, they are inclined to call it (Bower and Christensen 1995), a contemporary variation of Jo
Pluralism and Social Reform: A Review of Multiculturalism in Australian Education
Why we need multicultural education: A review of the ‘ethnic disadvantage’ debate 1
(1988). Why we need multicultural education: A review of the ‘ethnic disadvantage’ debate. Journal of Intercultural Studies: Vol. 9, No. 1, pp. 39-57
A History of Australia. Vol. VI: The Old Dead Tree and the Young Tree Green' 1916-1935
Culture and merit
Hacking into the social forest with ideological choplogic: Bullivant runs across some 'ethnocultural diacritica
The Bicentenary and the failure of Australian nationalism
This article is an excerpt from the book: Mistaken Identity - Multiculturalism and the Demise of Nationalism in Australia, published by Pluto Press, Sydney in February 1988. This excerpt concentrates on the ideological side of the issue. The book also deals with the material basis of nationalism and its relation to developments in the political economy of world capitalism, and of Australia
Minority Languages and Dominant Culture
Contradictions in the Canon: Nationalism and the Cultural Literacy Debate
(1992). CONTRADICTIONS IN THE CANON: Nationalism and the Cultural Literacy Debate. Discourse: Studies in the Cultural Politics of Education: Vol. 12, No. 2, pp. 85-115
Current realities in the student teaching experience: A preliminary inquiry
Information technology and knowledge: The non‐neutrality of content‐specific educational software
The bulk of literature on educational computing focuses on the technological aspects of the application of computers to schools and the discussion of educational computing is, to date, largely uncritical. The overall assumption dominating the field is that microcomputers in the classroom are neutral ‘tools’ and questions about the socio‐cultural implications are neglected. We examine one particular aspect of educational computing, the knowledge‐c…
Tesol and Critical Literacies: Modern, Post, or Neo
Book reviewed in this article: The Powers of Literacy: A Genre Approach to Teaching Writing. Bill Cope and Mary Kalantzis (Eds.) Critical Literacy: Politics, Praxis and the Postmodern. Colin Lankshear and Peter McLaren (Eds.) A Pedagogy of Multiliteracies: Designing Social Futures
The student teacher in school: Conditions for development
Multiliteracies’, Education and the New Communications
1Bill Cope and Mary Kalantzis are members of the New London Group. Notes 1Bill Cope and Mary Kalantzis are members of the New London Group
Students' Use of Theory in an Initial Teacher Education Programme
Students in the final teaching practice semester of a secondary concurrent initial teacher education programme were asked to write an account of their development as teachers making reference to one or more of a number of theoretical frameworks. These comprised two aspects of situated learning, namely the community of practice [Lave & Wenger (1991) Situated Learning: Legitimate Peripheral Participation (Cambridge, Cambridge University Press)] and…
Multiliteracies: Literacy Learning and the Design of Social Futures
This book considers the future of literacy teaching in the context of the rapidly changing English language. It is a coherent, accessible overview with well-known international contributors bringing together their experiences
University-based initial teacher education: Institutional re-positioning and professional renewal
The emphasis on 'partnership' in initial teacher education is a matter not just of organisational structure but of professional practices and purposes. If universities are to remain key players in initial teacher education, they must support the occupational group that represents the sector's interests and values: university-based initial teacher educators. Currently, however, this occupational group is awkwardly positioned between competing sets…
A role for practising teachers in initial teacher education
If you can: Inclusion in music making
This paper steps outside of conventional frameworks of schooling and examines inclusion from the perspective of eight young people and adults who play Scottish fiddle music in a group. The participants were asked to talk about their experiences of playing and their involvement with the group in practice and performance sessions. The group had been portrayed by its members as both inclusive, in the sense of involving players with a range of abilit…
Multiliteracies: Lit Learning
Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their v…
New Learning: Elements of a Science of Education
In this, the era of the 'knowledge society', more is expected of education than ever before, yet disappointment in education seems pervasive. New Learning analyses the state of education today and presents an exciting vision of what schools could be like. It addresses the fundamental questions: what kinds of workers, citizens and individuals will our future need, and how can schools refashion themselves and become more relevant? The focus is on l…
“Multiliteracies”: New Literacies, New Learning
This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a “pedagogy of multiliteracies” first put by the New London Group in 1996 New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66: 60–92. [Crossref], [Web of Science ®] , [Google Scholar]. It describes the dramatically changing social and technological contexts of communication and learning,…
El papel de Internet en las cambiantes ecologías del conocimiento
Más allá de lo que suele admitirse, el moderno sistema de conocimiento científico y universitario es una creación de la sociedad de la imprenta. Antes de llegar el siglo XXI, la imprenta era el canal de comunicación académica. Entonces, de manera bastante repentina con el cambio de siglo, los textos digitales empezaron a sustituir a la imprenta como el medio principal por el que los académicos acceden al conocimiento. Este artículo analiza alguna…
Multiliteracies in Education
The term multiliteracies refers to two major aspects of communication and representation today.
New learning: A charter for change in education 1
In this moment of tremendous change, investing in old ways of doing education is not the best way forward. In offering a Charter for Change we recognise that knowledge and learning will be pivotal to the social and personal transformations necessary to address the idiosyncratic challenges of our times. The transformed economic system emerging from the current financial crisis will require human capacities that only education can nurture, based on…
Pedagogies and Literacies, Disentangling the Historical Threads: An Interview with Bill Cope and Mary Kalantzis
In this discussion with educational researchers and New London Group conveners, Bill Cope and Mary Kalantzis, we discuss the origins, life, and future of the New London Group's multiliteracies framework. We reflect on the initial goals the group had over 20 years ago for more equitable schooling opportunities, and what is yet to be done to reach these ideals. We consider how Cope and Kalantzis' work in schools since that time, and in the literacy…
Sociology (29 works) · Psychology (22 works) · Pedagogy (21 works) · Political science (17 works) · Computer Science (15 works) · Mathematics education (13 works) · Law (11 works) · Literacy, Media, and Education (10 works) · Philosophy (10 works) · Epistemology (8 works)