Mary Kalantzis
Biographic Data
| ID | 153758 |
|---|---|
| NAME | Mary Kalantzis |
| GIVEN NAMES | Mary |
| FAMILY NAME | Kalantzis |
| SIGNATURE | KALANTZIS M |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-6552-3780 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 87 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
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…
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
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…
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,…
Signs of epistemic disruption: Transformations in the knowledge system of the academic journal
This article is an overview of the current state of scholarly journals, not (just) as an activity to be described in terms if its changing processes, but more fundamentally as a pivotal point in a broader knowledge system. After locating journals in what we term the process of knowledge design, the article goes on to discuss some of the deeply disruptive aspects of the contemporary moment, which not only portend potential transformations in the f…
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…
September 11: Mixed Metaphor
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
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 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…
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…
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…
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
September 11: Mixed Metaphor
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
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
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
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
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
September 11: Mixed Metaphor
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,…
Signs of epistemic disruption: Transformations in the knowledge system of the academic journal
This article is an overview of the current state of scholarly journals, not (just) as an activity to be described in terms if its changing processes, but more fundamentally as a pivotal point in a broader knowledge system. After locating journals in what we term the process of knowledge design, the article goes on to discuss some of the deeply disruptive aspects of the contemporary moment, which not only portend potential transformations in the f…
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: 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…
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
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…
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 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…
Sociology (26 works) · Psychology (16 works) · Pedagogy (15 works) · Political science (15 works) · Computer Science (12 works) · Law (11 works) · Literacy, Media, and Education (10 works) · Philosophy (9 works) · Epistemology (8 works) · Mathematics education (8 works)