Foundations Of Multiliteracies Reading Writing And Talking In The 21st Century Michle Anstey

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FOUNDATIONS OF MULTILITERACIES
Using the concept of multiliteracies and multimodality, this book provides foundation knowledge about
the new and continuously changing literacies of the 21st century. It details the five semiotic systems
(Linguistic, Visual, Audio, Gestural and Spatial) and how they contribute to the reading and writing of
increasingly complex and dynamic texts that are delivered by live, paper or digital technologies.
One of the main tenets of the book is that social, cultural and technological developments will continue
to give rise to changing literate practices around texts and communication, requiring a rethinking of
classroom practices that are employed in the teaching of literacy. Therefore, the role of talk, together
with traditional lesson structures, is examined and the concept of dialogic talk is introduced as a way of
moving towards an effective pedagogy for the teaching and learning of multiliteracies and multimodality.
The book also demonstrates that children’s literature can provide a bridge between old and new
literacies and be an effective vehicle for introducing the five semiotic systems to all age groups.
Comprehensive and accessible, this book addresses the issue of translating complex theories, research
and concepts into effective practice by providing the reader with four avenues for reflecting upon and
implementing the ideas it contains:
• Reflection Strategies that enable the reader to gauge their understanding of key concepts;
• Theory into Practice tasks that enable the trialling of specific theoretical concepts in the classroom;
• Auditing Instruments provide specific tasks related to assessment of student performance and
evaluation of teacher pedagogy;
• QR Codes immediately link the reader to multimodal texts and further references that illustrate and
enhance the concepts being developed.
Dr Michèle Anstey is co-director of ABC: Anstey and Bull Consultants in Education and formerly an
Associate Professor at the University of Southern Queensland, Toowoomba, and a teacher in Victoria,
NSW and Queensland. She provides professional development in literacy, children’s literature and
pedagogy throughout Australia and New Zealand. She also conducts tendered research, commissioned
writing, speaks at conferences, prepares professional development packages for trainers and advises on
curriculum.
Dr Geoff Bull is co-director of ABC: Anstey and Bull Consultants in Education and formerly an Associate
Professor at the University of Southern Queensland, Toowoomba. He provides professional development
in literacy, children’s literature and pedagogy throughout Australia and New Zealand. He also conducts
tendered research, commissioned writing, speaks at conferences, prepares professional development
packages for trainers and advises on curriculum.

FOUNDATIONS OF
MULTILITERACIES
Reading, Writing and Talking in the 21st Century
Michèle Anstey and Geoff Bull

First published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Michèle Anstey and Geoff Bull
The right of Michèle Anstey and Geoff Bull to be identified as authors
of this work has been asserted by them in accordance with sections 77
and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Names: Anstey, Micháele, author. | Bull, Geoff, author.
Title: Foundations of multiliteracies : reading, writing and talking in the
21st century / Micháele Anstey and Geoff Bull.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2018. | Includes
bibliographical references.
Identifiers: LCCN 2017041975 | ISBN 9781138079915 (hbk) | ISBN
9781138079908 (pbk) | ISBN 9781315114194 (ebk)
Subjects: LCSH: Literacy—Social aspects. | Language arts. |
Computers and literacy.
Classification: LCC LC149 .A65 2018 | DDC 374/.0124—dc23
LC record available at https://lccn.loc.gov/2017041975
ISBN: 978–1-138–07991–5 (hbk)
ISBN: 978–1-138–07990–8 (pbk)
ISBN: 978–1-315–11419–4 (ebk)
Typeset in Interstate
by Apex CoVantage, LLC

CONTENTS
List of Figures, T
ables and QR Codes vi
Preface ix
Acknowledgments xi
1
The rise of multiliteracies: Global trends and practices
that change literacy 1
2 Being multiliterate: A repertoire of practices 44
3 Communicating through multimodal texts and semiotic systems 80
4
Teaching and learning multiliteracies: Examining classroom
pedagogy and practices through a focus on teacher talk
and dialogic talk 127
5
Exploring literature: Engaging with multimodal texts and
new literacies 169
6
Assessment and evaluation of pedagogy, practice and planning
in the multiliterate and multimodal classroom 197
F
ull Bibliography 224
Glossary 236
Index 240

LIST OF FIGURES, TABLES QR CODES
Chapter One
Tables
1.1 A summary of the functions of language proposed by Halliday and Smith 7
1.2 Comparing traditional literacy and literacy as social practice 15
1.3
Relationships among multiliteracies, changing workplace
characteristics and pedagogy 27
1.4
Relationships among multiliteracies, changing technology and
change in social, cultural and civic settings, and pedagogy 37
Figure
1.1 A visual concept of the origins of the term multiliteracies 17
QR Codes
1.1 Movietone news archives on YouTube 5
1.2 A list of movies set in the 1950s 5
1.3 Trailer for Hidden Figures 5
1.4
An article on Google as a workplace where organisation
of space encourages creativity 19
1.5
An article that discusses how the availability of different workplace
settings (use of space) facilitate different work practices 19
1.6
An article in which the professor who led the team that created
Nadine discusses the implications for workplaces and
employment in the future 24
1.7
Commonly known network sites ranked by number of users
in January 2017 30
1.8 Photoshop turns pizza into woman 33
1.9 Photoshop has gone too far in CollegeHumor Originals 33
1.10 The Five Laws of Media and Information Literacy (MIL) 38
1.11 A community response to change 40
Chapter Two
Table
2.1 Comparing Standard English (SE) and Non-standard English (NSE) 53

Figures, T
ables QR Codes vii
Figure
2.1 The concept of literacy identity 68
Chapter Three
Tables
3.1 A metacognitive view of the process of consuming a multimodal text 100
3.2 A metacognitive view of the process of producing a multimodal text 104
3.3
Introductory list for the codes and conventions of the Visual Semiotic System 118
3.4
Introductory list for the codes and conventions of the Audio Semiotic System 120
3.5
Introductory list for the codes and conventions of the Linguistic Semiotic System 121
3.6
Introductory list for the codes and conventions of the Gestural Semiotic System 121
3.7
Introductory list for the codes and conventions of the Spatial Semiotic System 123
Figures
3.1
Text and design: Encouraging talk about texts as dynamic rather than static 85
3.2 Early comparisons of the writing and reading processes 90
3.3 Consuming and producing multimodal text in a multiliterate world 91
3.4
Resources that may be drawn upon when producing or consuming
(designing) a multimodal text 107
QR Codes
3.1 Shaun Tan’s website 99
3.2 A website that provides metalanguage for talking about the web 114
3.3 Advice to teachers regarding the writing test for NAPLAN 116
Chapter Four
Tables
4.1 Functions of teacher talk 151
4.2 Phases of lessons 156
Figure
4.1 Mapping the phase structure of a lesson 157
Chapter Five
Tables
5.1
Characteristics of postmodern picture books and how they might be realised 174
5.2 A group of books that explore the concept of picture book 177
5.3 A model for engaging with multimodal text 185
QR Codes
5.1 Link to ‘It’s not all Black and White’ 179
5.2 Discussion about making the picture book The Lost Thing into film 182
5.3 Matt Ottley talks about composing images and music 183
5.4 Three links to cartoon and puppet versions of The Three Little Pigs 189

viii Figures, T
ables QR Codes
1. The original 1933 cartoon version 189
2. A 2008 version 189
3. A puppet version in French to a Lady Gaga song 189
Chapter Six
Figures
6.1 The monitoring cycle 199
6.2 Understanding by design and backward design 209

PREFACE
Our professional development work and research with teachers and students across all education systems
since we wrote T
eaching and Learning Multiliteracies: Changing Times, Changing Literacies (2006) and
Evolving Pedagogies: Reading and Writing in a Multimodal World (2010) stimulated the ideas that inform
this book. We found that it was not only necessary to reconsider what constituted reading, writing and text
as teachers and students began to engage with new and changing literacies, but that there was a need to
change pedagogy. Therefore, issues around classroom talk, planning and practice needed to be addressed.
It was also necessary to understand the factors that have brought about these changes, and the continua-
tion of them, in order to make literacy teaching and learning relevant to students’ present and future lives.
We are firm believers in looking back in order to look forward. Education is littered with bright ideas,
courses and approaches that are adopted and abandoned as the next best thing comes along. Therefore,
we have approached this book in terms of what has come before and is seminal in informing current and
future approaches to literacy teaching and pedagogy. It is our belief that the concept of multiliteracies
is a sound basis, but that there is much additional research and methodology that can be drawn upon to
inform its implementation.
As a consequence of our findings from working with teachers and leaders and from our research,
we have written two complementary volumes. Foundations of Multiliteracies: Reading, Writing and
T
alking in the 21st Century provides a comprehensive introduction to multiliteracies and the ideas and
concepts that inform it, together with information about the changes to classroom talk, planning, ped-
agogy and practice that are necessary as a result of adopting a multiliterate pedagogy. The comple-
mentary volume, Elaborating Multiliteracies through Multimodal T
exts: Changing Classroom Practices
and Developing T
eacher Pedagogies, builds upon the previous volume by embedding an action learning
model throughout the book, encouraging readers to explore classroom practice around multiliteracies,
collect data about their practice and enact change. Its aim is to concurrently build a more refined and
in-depth understanding of literacies, multiliteracies and multimodal texts and develop a multiliterate ped-
agogy, thus addressing the issues that informed the writing of these books.
Designing the books
Throughout the books we refer to writing and reading as a process of designing and redesigning text in
order to convey or make meaning, that is, to fulfil a particular communicative purpose. Therefore, we
have designed this book around five intertwined themes:
• the origins and development of the concepts of multiliteracies and multimodality
• the five semiotic systems (linguistic, visual, audio, spatial and gestural) that underpin today’s texts

x Preface
• the examination of classroom talk as a tool for enhancing the teaching and learning of multiliteracies
and multimodality
• the use of dialogic talk as the vehicle for teaching and learning multiliteracies and multimodality
• literature as an essential component for developing multiliteracies and multimodality
As always our overarching goal is to blend theory and practice and provide readers with the opportunity
to reflect upon and develop their own understandings, as well as apply this knowledge to the educational
setting in which they are based. Therefore, we have also designed particular features to help the reader
in these endeavours:
• Graphic Outlines for each chapter are designed to orient the reader to the concepts contained in the
chapter and the relationships among them
• Reflection Strategies provide activities and tasks that enable the reader to gauge their understand-
ing of key concepts
• Theory into Practice tasks provide ideas and activities that enable the trialling of specific theoretical
concepts in the classroom
• Auditing Instruments provide specific tasks related to assessment of student performance and eval-
uation of teacher pedagogy
• QR Codes are used to address the multimodal and digital nature of new literacies. They immediately
link the reader to multimodal texts and further references that illustrate and enhance the concepts
being developed
• A Running Glossary enables the reader to immediately access definitions of key concepts.

ACKNOWLEDGMENTS
As with all our work the focus of this book has been informed by our discussions and engagement around
multiliteracies and multimodality with teachers and teacher leaders throughout Australia in recent years.
We thank them for their willingness to share their thoughts and ideas with us. In doing so they have
revealed their passion for teaching and learning and their deep commitment to the education of their
students.
Thank you also to the many people associated with Taylor Francis who have supported and advised
during the process. In particular, we wish to thank Lucinda Knight, Matt Bickerton, Emma Sudderick,
Rebecca Wise and Nicola Lennon for their guidance and assistance.

1
The rise of multiliteracies: Global trends
and practices that change literacy
From literacy to
literacies to
multiliteracies
Multiliteracies
and the changing
workplace
Multiliteracies,
technology and
change in social,
cultural and
civic settings
Early definitions of literacy
Moving from literacy to literacies
The origins of multiliteracies
Changing repertoires of literate practices in the workplaces
Workplaces in the future: disappearing
and appearing occupations
Implications of the changing workplace for multiliteracies and
multiliterate pedagogies
Social media: becoming globalised citizens
Implications of changing technology
and change in social, cultural and civic
settings for multiliteracies and multiliterate
pedagogies
No text is neutral

2 The rise of multiliteracies
This chapter provides the historical, sociocultural and educational basis for
using the term multiliteracies to describe literacy. It commences with a sec-
tion in which the reasons for continuously evolving definitions of the term
literacy are explored, concluding with the emergence of the term multilit-
eracies. The implications for education and pedagogy will be discussed in
relation to the evolving definitions of literacy, literacies and multiliteracies.
The remainder of the chapter will establish the relevance of, and necessity
for, using the term multiliteracies and its associated pedagogies in current
and future educational settings. This will be addressed through the concept of
continuous change as the new constant of societies across the world, focus-
sing on increasing globalisation, social and cultural diversity, and use of devel-
oping technologies. The impact of continuous change on the literacy and the
literate practices of workplace, leisure, social, cultural and civic environments,
together with the implications for literacy pedagogy, will be discussed.
REFLECTION STRATEGY 1.1
• The purpose of this Reflection Strategy is to identify your current understandings about the
concepts of literacy, literacies and multiliteracies.
• Before you commence reading the next section of this chapter, think about your current per-
ceptions of literacy, literacies and multiliteracies.
• Usingyourreflections,writeyourowndefinitionofeachterm:literacy,literacies,multiliteracies.
• You can express these definitions in whatever way you feel best conveys your ideas, for exam-
ple, a series of dot points, complete sentences, a flow chart, table or diagram.
• As you read this chapter and come across ideas that are new to you or cause you to change
or modify your definitions, go back and revise your original definitions.
• Write your revisions into a new definition each time, separate to the previous one, rather than
modifying the original.
• The reason it is suggested that a separate and new definition be written each time is because
this will provide a way for you to reread all your iterations of the definition, tracing your
developing understanding of the terms. It will also provide a good source for reviewing your
knowledge and understandings of this chapter when you finish it.
From literacy to literacies to multiliteracies
In the educational context, definitions of literacy have been used to shape
curriculum, specifying the desired outcomes of literacy education and the
knowledge, skills and understandings that need to be taught. Definitions of
literacy can also be found in civic documents at the local, state, national and
international level to explain and justify social, economic and education pol-
icy or provide benchmarks for the measurement of literacy.

The rise of multiliteracies 3
Logically, when definitions are used to shape the content of curriculum
it would be assumed that they would also shape the teaching and learn-
ing of literacy, that is, the pedagogy. However, as Gardner (2017) pointed
out in a comparative analysis of the current primary English curricula in
the U.K. and Australia, this is not always the case. As will be discussed
later in this chapter, one of the reasons the concept of multiliteracies was
originally proposed was to address the gap between evolving definitions
of literacy and literacy pedagogy. Therefore in this chapter, and the whole
book, there will be a focus on the implications of evolving definitions of
literacy, literacies and multiliteracies for literacy pedagogy.
Early definitions of literacy
It is useful to look at definitions of literacy over time, as they provide insights
into how and why perceptions of literacy and being literate have changed.
Kalantzis et al. (2016, p. 6), suggest that education is about creating ‘kinds
of people’ and therefore definitions of literacy and literacy education are
about the knowledge, skills and understandings that have been identified as
necessary to participate in the work, public and community life of a society.
Therefore, such definitions implicitly (and sometimes explicitly) tell us about
the current views of society and the desirable characteristics of people in
that society. Because of the relationship between literacy and all aspects of
society it is understandable that definitions of literacy will change as soci-
eties change.
The following definition from a UNESCO document in 1957 provides a
good example of how analyses of a definition can provide such insights into
society at that time and what literacy skills were perceived as important. It
also helps to reflect upon whether such a definition would be adequate today.
[L]iteracy is a characteristic acquired by individuals in varying degrees
from just above none to an indeterminate upper level. Some individuals
are more or less literate than others, but it is really not possible to speak
of literate and illiterate persons as two distinct categories.
UNESCO (1957, p. 18)
This statement about literacy does not suggest what skills, knowledge and
practices constitute literacy but it does assert that it is acquired at various
levels and some individuals might be less literate than others. What these
levels are and what constitutes achievement at these levels is not stated. It
tells us little about what global documents in society at that time specified
as literacy, but it does recognise degrees of literacy and it infers that defin-
ing literacy and illiteracy is difficult – ‘…not possible to speak of literate and
illiterate persons as two distinct categories.’
Just a few years later, in recognition of the impact of illiteracy on human
rights and discrimination, UNESCO launched an Experimental World Literacy
Program (EWLP). A 1962 UNESCO document cited by Oxenham (1980, p. 87)

provided a definition with a more detailed picture of how literacy and literate
practices were viewed in this period.
A person is literate when he has acquired the essential knowledge and
skills which enable him to engage in all those activities in which literacy
is required for effective functioning in his group and community, and
whose attainments in reading, writing and arithmetic make it possible
for him to continue to use those skills toward his own and the commu-
nity’
s development.
Examination of the italicised sections of this definition indicate a belief that
there is a finite set of skills and knowledge that are unique to a group or
community and that acquisition of them is a prerequisite to being able to
function and develop oneself and one’s community. The apparent gendered
nature of the definition (use of him) reflects the language of the times and
does not necessarily preclude other genders.
Most of us cannot picture the world in 1957 or 1962; our perceptions and
experience are mediated by old movies, film or TV shows from those times,
or those made more recently to depict the period. Therefore, it is difficult
to picture a society in which these definitions would function. At the time
in Western English-speaking countries such as the U.K., U.S.A., Canada and
Australia, the skills and knowledge necessary were language dominated as
communication in work, public and community life was largely transacted
through words on paper, and oral communication in person or by phone.
Phones were fixed and had to be used in an office, home or telephone box. As
publishing in colour or reproducing photos and images was very expensive,
images in print-based material were minimal. Television was in its infancy;
colour was only just beginning to become widely available. In some coun-
tries owning a television was still the province of the rich. Therefore, the
movie theatre was the main source of entertainment through film or moving
images. It was also a source of world news in documentary style newsreels
that were played before the main film, for example, Movietone News. If you
wish to get a picture of life and news in the 1950s, the following QR codes
give access to Movietone News archives and lists of movies that are set in the
1950s. However, as you access them and view them, remember that these
depict one group’s perceptions of life at this time. The third QR code is a link to
the trailer for the film Hidden Figures, which was released in December 2016
and is set in the early 1960s. This link is included because it gives insight into
the technologies of the period, as well as the social values the producers of
the movie chose to highlight. It depicts NASA and the early space launches
and the use of human computers. The job of the human computers was to
do the mathematical computations necessary to predict things like the orbit
of space capsules, prior to the introduction of the technology that became
non-human computers. These calculations were done using pencil and paper
or chalk and a blackboard, slide rules and basic adding machines.

QR Code 1.1 Movietone news archives on YouTube (https://www.youtube.com/
channel/UCHq777_waKMJw6SZdABmyaA)
QR Code 1.2 A list of movies set in the 1950s (https://en.wikipedia.org/wiki/
Category:Films_set_in_the_1950s)
QR Code 1.3 Trailer for Hidden Figures (https://www.youtube.com/
watch?v=RK8xHq6dfAo)
Most people left school and stayed in one job for life and, while a few might
move towns, it was rare to move states or countries for work. Travel by
plane for work or leisure was expensive and therefore limited to those who
had the means to pay for it. Education often encouraged the early filter-
ing of students into occupations through academic and manual streaming
and exit points that encouraged early identification of career into manual
labour, apprenticeships, office work, professionals or university. For exam-
ple, in England the Tripartite System was used from 1944 to 1976 and the
11 Plus exam at the end of primary school determined whether students
should attend a grammar school, a secondary modern or a technical school.
The idea was that students’ performance in the test indicated their ability to
enter particular careers and these three different types of schools provided
the skills and knowledge appropriate for entering those careers. In Australia
in the 1960s Scholarship, Junior and Senior exams screened students firstly
for entry to secondary school, secondly for entry into apprenticeships or
trades and finally entry to university. Very few attended university, firstly
because of the school filtering process and entry requirements and secondly
because it required the ability to pay fees and the funds to move and live
away from home. Literature of the dominant society was most valued and
there was an accepted canon of ‘good quality’ literature reflecting writers
identified as the ‘great writers’ of previous generations. Knowledge of such
literature was seen as prestigious, an indicator of a fine mind and education.
What are the implications for literacy education in such a period? If
communication is language dominated then understanding the rudiments
of grammar, spelling and punctuation and comprehension are essential
requirements for both reading and writing. If jobs are for life, then the set of
communication skills and knowledge necessary for those jobs is finite and
identifiable. If you do not travel then the groups and cultures you encounter
will be those of your own society and community, so there is no need to know
about how to communicate with people who may not share your beliefs,
culture or ways of communicating or who may challenge yours. As access

• The purpose of this Reflection Strategy is to re-examine your initial definitions of literacy, lit-
eracies and multiliteracies in terms of the information about early definitions of literacy that
have been presented.
• Do your definitions reflect any of the trends described in the traditional, old basics, heritage
based model?
• Are your definitions influenced by the culture and other characteristics of your society, group,
country and/or place of work? If so, how are they influenced and, if not, why did you exclude
these aspects from your definition?
• Do you wish to revise your definitions? Explain the reasons behind your decision.
to media such as television or film was limited and largely for leisure there
was no need to understand how to make meaning of film or how to make it.
The education and literacy of this period has been characterised as old
basics (Luke 1995), (Luke and Freebody 1997), traditional (Anstey and Bull,
2004, 2006), and heritage-based (Kalantzis et al. 2016). That is, at this time
the goal of education generally was to pass on and maintain one’s heritage
and the literacy skills needed to maintain it. Literacy was language domi-
nant, as language was the most powerful tool for use with the available com-
munication technology (paper and phone). Therefore, the teaching practices
or pedagogy of this period were content and rule based (grammar, phonics,
punctuation and spelling), test oriented (to check mastery), and encouraged
passive learning where the teacher was the holder of all knowledge. A soci-
ety of hierarchical workplaces where jobs were held for life required well-dis-
ciplined people and these teaching practices encouraged such behaviour.
Luke (1995) referred to this as providing a basic toolkit, which is an appropri-
ate analogy given the social context and technologies of the time.
Interestingly, in the Western English speaking countries previously iden-
tified, post–World War 2 immigration meant that people from other cultures
(largely European) were now entering these societies. For example, 1.25 mil-
lion people immigrated to Australia between 1949 and 1959, over half of whom
were from Europe, the rest British. At the time Australia’s population rose from
8 to 10 million. The cultural and linguistic diversity of Australia was changing,
yet the traditional, old basics, heritage model of literacy and education was
dominated by Australia’s British heritage. The United Kingdom not only had
an influx of European but also Indian immigrants, after India gained its inde-
pendence from Britain and was no longer a British colony. The U.S.A. also had
an influx of European immigration, as did Canada, though as a proportion of
their total populations it was smaller than Australia’s and not as diverse as the
United Kingdom’s. It is appropriate to ponder whether a heritage based model
of literacy and education generally was becoming less appropriate at this time.

Moving from literacy to literacies
Definitions of literacy that focussed on skills and knowledge that could be
used to participate in society, that is, in workplace, leisure, social, cultural and
civic environments, led researchers to try and categorise the ways in which
language was used to complete transactions and communications. It marked
a change in the way literacy was perceived: as researchers were now focus-
sing on the practices associated with literacy, literacy was beginning to be
constructed as more than a set of language skills and knowledge. It was also
about how language was used in social practice. One of the first researchers
to suggest this was Michael Halliday, who proposed seven purposes for the
use of language by children in order to make meaning (Halliday 1973). Smith
(1983, p. 53) later expanded on these purposes. Table 1.1 presents Halliday and
Smith’s functions of language (adapted from Anstey and Bull 2004, p. 24).
Social Practice
The recognised, agreed upon
and accepted behaviour (acting
and interacting), talking and
valuing among a social or
cultural group. The social or
cultural group will use these
ways of behaving and talking
in particular contexts. They
may have a shared language
(for example, slang) and ways
of dressing or ways of wearing
clothes. They may also share
ways of viewing or acting
toward particular social or
cultural groups.
T
able 1.1 Asummary of the functions of language proposed by Halliday and Smith
Function Explanation
1 Instrumental: ‘I want.’ Language as a means of getting things, satisfying material needs
2 Regulatory: ‘Do as I tell you.’ Controlling the behaviour, feelings or attitudes of others
3 Interactional: ‘Me and you.’ Getting along with others, establishing relative status. Also ‘Me against
you’ – establishing separateness
4 Personal: ‘Here I come.’ Expressing individuality, awareness of self, pride
5 Heuristic: ‘Tell me why.’ Seeking and testing knowledge
6 Imaginative: ‘Let’s pretend.’ Creating new worlds, making up stories, poems
7
Representational: ‘I’ve got some-
thing to tell you.’
Communicating information, descriptions, expressing propositions
8 Diversionary: ‘Enjoy this.’ Puns, jokes, riddles
9
Authoritative/contractual: ‘How it
must be.’
Statutes, laws, regulations, agreements, contracts
10 Perpetuating: ‘How it was.’ Records, histories, diaries, notes, scores
(N.B. Halliday’s original seven functions are contained in the shaded rows.)
In 1983 the seminal work of Shirley Brice Heath heralded a further
change in beliefs about what constituted literacy and consequently, defini-
tions of literacy. Heath researched the language use and behavioural pat-
terns of African American communities who worked in textile mills in the
south eastern United States. By following the children into the classroom,
it was found that the language and behaviour of their home and commu-
nity differed markedly from the expected language and behaviours of the

classrooms of the school. The classroom behaviour and language were
essentially white middle class and were unfamiliar to the African American
students. Consequently, their ability, confidence and desire to participate
in the literacy practices of the classroom was affected, as often their use
of language and behaviour was seen as inappropriate or wrong, despite it
achieving its communicative purpose. As one parent observed:
My kid, he too scared to talk, cause nobody plays by the rules he know.
At home I can’t shut him up.
Heath (1982, p. 107)
Because Heath’s research focussed on language and behaviour it broadened the
previous definitions of literacy that focussed only on language. She recognised
that literacy is a set of social practices that vary according to culture and context.
The African American students were literate in their own culture and community
but they did not have the set of social practices for school, as they were those of
a different social group and culture. For example, when asked to deliver a report
about something they had been doing they would exaggerate pitch and tone, use
a lot of facial expression and gesture, and engage with word play (rhyming, mak-
ing up words for fun), because sharing information in their community was not
only about giving the information, but entertaining. This research challenged the
idea of literacy being one basic toolkit focussing on language that was transfer-
able to any situation. It indicated that there were many literacies associated with
different social groups and cultures that they were embedded in social practice.
By 1986 Heath’s ethnographic research enabled her to conclude that there
were a number of functions of literacy related to everyday life, but they might
be practiced differently among social and cultural groups. While her functions
still focussed on language her research had encompassed all aspects of these
communities and therefore these functions look at language in a variety of
social settings, once again broadening the definition of literacy, constructing
it as social practice. These practices can be summarised as instrumental (e.g.
reading price tags, paying bills), social interactional (e.g. writing letters or send-
ing postcards) news-related (e.g. reading the newspaper), memory supportive
(e.g. writing a shopping list), substitutes for oral messages (e.g. leaving a note
for a family member), provision of permanent record (e.g. registering a busi-
ness or completing tax returns) and confirmation of ideas (e.g. finding further
information about policies of a political party) (Heath 1986, p. 21).
The work of Halliday, Smith and Heath heralded a significant change in
views and knowledge about literacy, as investigations into how it was prac-
ticed led to changes in how it might be defined. Similar work was constructed
by Street in the U.K. who wrote extensively about the emerging concepts of lit-
eracy as social practice and literacies (Street 1984). Together these research-
ers’ work had emphasised that literacy had different functions; that is, it was
used for different purposes, and the way in which it was used to achieve these
purposes was influenced by culture and social settings. Therefore, it became

• The purpose of this Reflection Strategy is to focus on the concept of literacy as social prac-
tice and to consider exactly what that means in your world and the implications for literacy
pedagogy.
• Re-examine the functions of langauge in Table 1.1 and the list of functions and literate prac-
tices identified by Heath in the preceding paragraph.
• Think about your day and how many different ways in which you used literacy.
• List the purposes for which you used literacy and the contexts in which you used it.
• Did any of these require particular behaviours or skills and knowledge in order to achieve your
purpose? These are your social and literate practices, your literacies.
• Continue to record them for a few days and start to look for the most common purposes and
settings in which you engage in literacy. What are they and why do you think you used some
more than others?
• Did you struggle in any of these situations – were your literacies adequate, did you know the
appropriate behaviours?
• Discuss your findings with others and compare similarities and differences and explore rea-
sons for the similarities and differences.
• Now go back to the original and revised literacy, literacies and multiliteracies definitions you
completed in Reflection Strategies 1.1 and 1.2. Complete any further revisions.
evident that there were multiple ways of using literacy and these related to
purpose, and social and cultural context. Moreover, it was necessary to be
able to change one’s literate practice in order to achieve one’s purpose.
These ideas and their work on literacy in Nicaragua led Lankshear and Lawler
to state that because literacy is a social practice and practices vary among
groups, culture and social settings, it was more appropriate to think of litera-
cies rather than literacy (Lankshear and Lawler 1987, p. 43).
Acknowledgement that in any society there are a variety of literacies and
contexts in which they might be used led researchers to examine the rela-
tionship between literacy and power. Heath’s work had already highlighted
the fact that not understanding or being able to perform in the dominant
literacy (that is, the accepted literacy of school) could influence students’
understandings about, attitudes toward, and achievement in, literacy and
learning. Researchers now investigated whether access to and the ability to
use the literacies deemed appropriate to different social settings and con-
texts could assist in the acquisition of money, power and status. Conversely
did a lack of access to some literacies deprive or alienate people? Issues
of access and power can range from being able to carry out basic transac-
tions such as ordering food in a restaurant as opposed to a fast food outlet,
to participating in a formal meeting or an interview at work, or being able
Literate Practice
The ways in which literacies (for
example speaking, listening,
reading or writing) are used in
a particular social or cultural
group. This includes, the
purposes for using literacy,
the ways of using literacy and
the contexts in which literacy
is used. Membership of a
particular social or cultural
group may influence what
aspects of literacy are valued
most (for example oral language
over written language, images
over words).

THEORY INTO PRACTICE 1.1
• The purpose of this Theory into Practice strategy is to explore the social and literate practices of your
students through discussion. In this way, you will get to know more about your students’ literacies and
it may also help the students to broaden their understanding of literacy and literate practice.
• Ask your students to keep a literacy diary for a few days in which they identify every time they
engage in a literacy task, what they were doing or trying to get done at the time and where
they were doing it.
• They should also note any specific social behaviours they needed to use in order to get the
task done and whether they struggled with any of the tasks and why.
• Depending upon the age of your students you may need to model the task, possibly sharing
your findings from Reflection Task 1.3 and how you completed it.
• It may be useful to work with the students to prepare a method for recording the diary, for
example, setting up a table and completing a few examples from their current day.
• When completing this task, students will sometimes only include reading and writing tasks
associated with school and not include things that involve oral transactions or things that
occur out of school. This immediately gives you insight as to their perception of literacy and
how and where it is practiced. Monitoring and discussing their diaries and findings over the
next few days may help expand these concepts and generate more useful data for discussion.
• Ask the students to discuss their findings with one another and compare similarities and dif-
ferences and explore reasons for the similarities and differences.
• Generate a summary of the class findings that classifies the purposes and settings in which
literacy is practiced and the unique knowledge, skills or behaviours associated with them.
Discuss what their findings mean for their literacy learning. What do they need to know and
be able to do in order to participate successfully in all aspects of their lives?
to participate in a formal learning situation such as a classroom. See Luke
(1993) for a particularly comprehensive discussion of literacy as a social
practice, access to literate practices and the defining of literacy practices.
McConnell (1992) examined the issues of access to literacies and power
in the context of adult literacy and Bee (1990) examined them in terms of
gender and immigration. Others, Gray (1980a, 1980b) and Bull and Anstey
(1997, 2009), looked at how the literate practices of particular cultures could
actually prevent them from participating in, or using, certain practices of
the dominant culture that are required in particular settings, particularly in
schooling. For example, many people in the Pacific region regard the asking
of direct questions as extremely impolite and some cultures regard direct
eye contact with a ‘superior’ as inappropriate or rude. Consider the implica-
tions of these two cultural issues for the classroom where interaction and
learning are dominated by the asking and answering of questions and direct
eye contact with the teacher is a way of indicating attention to
learning.

These two examples also indicate that literacy is more than listening, speak-
ing, reading and writing language; it also includes particular behaviours and
these behaviours may or may not be shared within a society that includes a
variety of social and cultural groups.
One of the most compelling and easily understood ways of thinking about
the necessity for having access to, and being able to use, a range of litera-
cies was provided by Lankshear et al. (1997, pp. 66–7). They used the anal-
ogy of learning foreign languages. They suggested that the literacy that is
dominant in your culture and community is your first language. You then
acquire literacies in other social settings and learn where and when to use
them. These become your ‘second languages’. The more second languages
or literacies you have the more access you have to education, social equity
and power.
As people began to investigate literacies and schooling, the concept of
discipline literacy began to be explored. Researchers began to identify spe-
cific language forms and literate practices associated with disciplines or
subject areas. As early as 1981 Applebee had written about writing in the
secondary school, with particular attention to the different ways in which
discipline areas structured writing. Davies and Greene (1984) investigated
the specific literacies students of science needed to be taught and trialled
specific pedagogies. In Australia in the early 1990s the exploration of the
specific characteristics of discipline literacy became an influential force
in both primary and secondary education, often referred to as the ‘genre
movement’. For example, Martin (1993) and Martin and Rothery (1993) sug-
gested the explicit teaching of the genres and functional grammar of spe-
cific disciplines was necessary in order to provide equity for all students in
discipline area studies during secondary school education.
In summary, the basic literacy toolkit of the 1950s and 1960s, though
necessary, was no longer seen as sufficient. Investigations by researchers
indicated that literacy was used in different ways and for different purposes
in a variety of contexts. Furthermore, the ways in which people used literacy
depended upon the social and cultural context in which literacy was being
used and the social and cultural background of those who were engaging in
the literate practice. In other words, literacy and literate practice is shaped
by society and society shapes literacy. Therefore, one set of language-based
knowledge and skills was not sufficient to successfully participate, negoti-
ate and succeed in all these contexts and for all these purposes. Literacy
was now defined as a social practice that required the acquisition and use
of a variety of literacies and the associated behaviours, to be used in vari-
ous social and cultural settings. Moreover, being literate required the ability
to identify the literate practices and behaviours necessary to achieve the
desired purpose in a particular context, and then employ them appropri-
ately. Therefore literacy also encompasses an element of critical thinking:
being able to analyse a situation and take appropriate action.

• The purpose of this Reflection Strategy is to examine a task that has the same purpose, but
is carried out in two different contexts. The task is to identify the similarities and differences
among the literacy knowledge, skills and associated behaviours involved in each context.
Atask has been selected that is part of most adults’ experience. Therefore much of what you
do will be automatic and you may not remember the first time you encountered this situation
and had to do this sort of analysis. This is one of the problems teachers, as experts in literacy,
literacies and literate practice, have when teaching. Because most of the skills, knowledge and
practices are completely automatic it is more difficult to break down a task in order to model
or teach it. Completion of this task should reinforce:
o the concept of literacy as social practice and the concept of literacies.
o that being literate means being able to analyse the context in which you are trying to
achieve your purpose.
o that being literate means being able to use your previous literacy knowledge and experi-
ence to identify the appropriate literate practices that will help you achieve your purpose.
• Role play with someone else ordering food in a fast food outlet such as McDonalds and order-
ing food in a formal restaurant where a waitperson provides a menu and takes your order.
• After role playing describe and compare the two experiences and discuss the similarities and
differences. The following questions may assist your analyses:
o Upon entering the context how did you know what to do in order to get food?
o Where did you go – e.g. did you line up, wait to be seated?
o How did you know what food was available and what oral and written language skills were
needed to work this out?
o How was the oral interaction with the person or people who served you similar or different?
o What were the literate behaviours unique to each setting?
o What literate behaviours were the same?
o Where did you eat the food? Were there options? How did you make your decision?
o How did you negotiate payment – were there specific behaviours and knowledge necessary?
o What would your purpose be in selecting one or other of these settings to obtain food –
would it be different?
• These questions may seem exhaustive but their goal is to identify how much the social context
and the socially accepted behaviours associated with that context influence literate behaviour.
They also show the number of decisions about the oral and written interaction and behaviour
used in each of these contexts – in what seems on the surface to be a very simple task.
• Consider how difficult these tasks would be if you had never before encountered a restaurant
or fast food outlet, spoke English as a second language, and/or came from a different culture.
While you may consider it unlikely that this would be the case in a Western, largely English-
speaking country, think of the many other tasks that are encountered daily in workplace,
leisure, and civic settings that are far more complicated than this, and require very specific
literacy knowledge and experience.

• The purpose of this Theory into Practice task is to help students broaden their understanding
of literacy to include more than reading, writing, listening and speaking language. The pur-
pose is to reinforce the idea that literacy and literate practices (or behaviours associated with
literacy) vary depending upon purpose and context and that part of being literate is adjusting
your literacy and literate practices appropriately.
• Repeat the task you did in Reflection Strategy 1.4, using either the same scenario or one
that your students identify. That is, it must be a task with a similar purpose that is com-
pleted in a different context. It can be done as a whole class or group activity. You may
need to provide a retrieval chart for them to make notes about their analysis or you may
do it as a report back and call out, while you collate their findings. You may wish to model
the analysis of the task.
• Focus your final discussion on:
o The similarities and differences in the oral and written interaction and behaviours
between the two contexts.
o Whether knowing how to behave, and interact in the different contexts would help achieve
the purpose of the task.
o Whether the students can think of other situations or contexts where they had to adjust
their oral and written language and/or their behaviour in order to achieve their purpose.
The implications of the evolving broader definition of literacy and liter-
acies for education and literacy pedagogy were, and still are, significant.
Clearly, experience with, and ability to use, a range of literacies influences
one’s access, equity and power in society. As Gee (1992) pointed out, if the
scope of a student’s literacies is related to their social and cultural back-
ground and experiences, then while students may come to school literate
and ready to learn, not all students will arrive with the same literacies and
approaches to learning. Bourdieu (1986) referred to the knowledge and expe-
riences students bring with them as ‘cultural capital’, that is, the economic,
cultural, social and linguistic knowledge they have acquired before they come
to school, which has helped them to make sense of and operate successfully
in their life (their specific social and cultural context). However, if their knowl-
edge and experiences are not those of the dominant culture (the culture
that influences the ways in which school operates), there is the potential for
alienation and disempowerment in the classroom, which will ultimately affect
their attitudes toward, and success in, learning. These evolving definitions of
literacy and literacies indicated that teachers need to know more about their
students to understand, acknowledge and value the literacies the students
have, and then use this knowledge to inform their teaching.

The following definitions of literacy, while not using the term literacies,
encompass the concept of literacies and the notion of literacy as social practice
that involves critical thinking and decision-making:
Effective literacy is intrinsically purposeful, flexible and dynamic and
involves the integration of speaking and listening and critical thinking
skills with reading and writing.
Dawkins (1991, p. 5)
Literacy, then, suggests a state of being and a set of capabilities through
which the literate individual is able to utilize the interior world of self to
act upon and interact with the exterior structures of the world around
him in order to make sense of self and other.
Courts (1991, p. 4)
• The purpose of this Theory into Practice task is to consider the implications of the concept of
literacies, literate practice and literacy as social practice for your teaching practices.
• In Reflection Strategy 1.3 and Theory into Practice 1.1, you investigated your own literate
practice and literacies, and those of your students. Review what you found out during these
investigations. Identify what those investigations have told you about the following:
o The relationship of your literacies to the dominant culture – similarities and differences.
o The relationship of your literacies to those of your students – similarities and differences.
o The relationship of your students’ literacies to the dominant culture – similarities and
differences.
o The relationship of your students’ literacies to your literacies – similarities and differences.
o The range of literacies among your students.
• Summarise what you have identified and think about the implications for teaching in your
classroom – how will you change your teaching practices to accommodate the characteristics
and experiences of your students?
• What can you do to demonstrate that you value their experiences and literacies and to extend them?
• How will you demonstrate and involve them in trying out new literacies in new settings and
developing understandings about the need to use different literacies to achieve different pur-
poses in different settings?
It is useful to pause at this point and consider how definitions and percep-
tions of literacy changed between the 1950s and the early 1990s. Table 1.2
provides a summary of the traditional, basics or heritage approach to liter-
acy of the 1950s and 1960s and the concept of literacy as social practice and
the notion of literacies that emerged by the 1990s.

The origins of multiliteracies
In 1994 a group of international literacy educators from the U.K., U.S.A.
and Australia met in New London, New Hampshire, U.S.A. They had vastly
different interests and specialisations in literacy education, which was to
their advantage as their goal was confronting and required knowledge
and experience from many areas to explore it thoroughly. They wished to
re-examine literacy and literacy pedagogy in terms of the rapid changes in
society: increasing globalisation, technology and social diversity (Cope and
Kalantzis 2000, p. 3).
They were particularly concerned about how literacy teaching should
respond to increasing social and cultural diversity as the world grew smaller
and more mobile, and language was now only one of many communication
channels as technology became more sophisticated and accessible. They
suggested that literacy was now multimodal; that is, rather than being
language dominated it now included other modes, conveyed through the
visual, audio, gestural and spatial meaning making systems. Therefore in
order to be literate students needed to be able to understand and use all
these modes and their meaning making systems, in order to read and cre-
ate the texts that technology now produced (for example, film, images and
sound).
T
able 1.2 Comparing traditional literacy and literacy as social practice
Traditional literacy
1950s and 1960s
Implications for
teaching
Literacy as social
practice (literacies)
Implications for teaching
•
Literacy as preparation
for work and mainte-
nance of society
•
Language focussed
•
Emphasis on reading
and writing
•
Focus on spelling, punc-
tuation grammar
•
Values literature of
dominant culture
•
Content based
• Rule based
• Test oriented
• Passive learning
• Teacher as expert
•
Literacy still lan-
guage focussed
•
Reading, writing,
listening and
speaking all
important
•
Thinking skills an
important part of
being literate
•
Not everyone has
same literacies
•
Access to literacies
provides empower-
ment and equity
•
Literate practices are
a product of social
and cultural practices
•
Purpose and context
influence literate
practices
•
Acknowledgement that
students come to school with
different literacies
•
Knowing students’ social
and cultural background and
experiences can enhance
literacy teaching
•
Teaching literacy involves
teaching about how purpose
and context influences
choices of language and
behaviour, as literacy is a
social practice
•
Language content (spelling,
grammar, phonics and punc-
tuation) is necessary.
•
Listening and speaking must
be taught because they are
part of literate practice.
•
Teaching thinking skills is an
important part of literacy
teaching

Their discussions began by focussing on what constitutes ‘being literate’
in this new and changing world and then focussed on the pedagogies nec-
essary to achieve it. The result of their discussions was the term multiliter-
acies and a paper entitled A Pedagogy of Multiliteracies: Designing Social
F
utures (New London Group 1996). It is now over 20 years since this paper
was published and much has been written about multiliteracies since then.
While the underlying concepts of multiliteracies remain the same, more
recent research and writing has explored its application to specific areas of
schooling and the workplace. Issues explored included how multiliteracies
might help teachers address the diversity and inequities of classrooms; how
to teach about texts that use multiple modes and are delivered by tradi-
tional and new and changing technologies; how multiliteracies applies across
the curriculum and specific ways for planning and teaching multiliteracies
(Unsworth 2001; Anstey and Bull 2006; Baker 2010; Cole and Pullen 2010;
Mills 2011). The original authors themselves have researched, revised and
rewritten about the concept of multiliteracies, a multiliterate pedagogy and
its implementation in the classroom many times (Cope and Kalantzis 2000;
Kalantzis et al. 2016).
However, it is important to remember the origins of the term and in par-
ticular the original title of the paper. A pedagogy of multiliteracies reminds
us that multiliteracies is as much about pedagogy as it is about literacy.
Designing social futures reminds us of the focus of our educational endeav-
ours: to prepare our students for social and cultural futures in which they
actively participate and influence the trajectories of their working, civic and
private lives; that is, where they are the designers of their social future.
The New London Group’s work is even more relevant today, as will be
demonstrated in the remainder of this chapter, where the specific concerns
of The New London Group will be re-examined in terms of the current and
future social, cultural and technological landscape. Change is constant and
it is impossible to predict the life trajectories of our students, except to say
they will be very different from today. As will be explained, the social fabric of
society will continue to change; technology will not only change the ways and
modes of communication, but it will also influence our notions of self and our
expectations. Many of the jobs currently available will disappear and others
that are not yet thought of will appear. Therefore the challenges of equipping
students for the future are even greater than in 1996. However the notions of
being multiliterate and being able to cope with change are still highly relevant.
The preface to the New London Group paper described their two goals
for literacy learning as:
creating access to the evolving language of work, power and community
and fostering the critical engagement necessary for designing social
futures and achieving success through employment.
New London Group (1996, p. 60)

Today we might add ‘in a world, the characteristics of which, we cannot
yet imagine.’ It is this addition that makes our work as literacy educators
today and in the future particularly challenging and the ideas behind
multiliteracies and multiliteracies pedagogy so useful.
Figure 1.1 provides a visual image of the concerns and concepts under-
pinning multiliteracies. Together with the definition in the Running Glossary
and the introductory information about the origins of the term multilitera-
cies, it should provide a context for reading the next sections of this chapter
and exploring how the terms multiliteracies and multiliteracies pedagogy
currently fit in the world generally and in literacy education in particular.
Their current and future relevance will be explored in these two contexts.
Multiliteracies and the changing workplace
Previously the characteristics of workplaces in the 1960s were discussed as being
largely hierarchical. Each person had a specialised set of tasks that required a spe-
cific set of literacy skills. As people usually stayed in the same job or workplace for
life they were seldom required to complete tasks that required a broader range of
literacy skills or the adaptation and use of current skills in new ways. Only those in
Multiliteracies
A concept of literacy as
being multimodal rather than
language dominant, being
made up of multiple literacies
and multiple literate practices
that continuously evolve as
local and global society, culture
and technology change the
contexts in which literacy is
practiced. Multiliteracies enable
capacities to cope with change
and effectively participate
and contribute to all aspects
of society: workplace, leisure,
social, cultural and civic
environments.
Multimodal
texts
Diverse
social and
cultural
contexts
Changing
technologies
A changing globalised
world
Intersection of all these
changes and contexts
gives
rise to the concept of
multiliteracies
necessitates changing literacies
and changing pedagogies
Figure 1.1 A visual concept of the origins of the term multiliteracies

higher or executive positions would normally interact with interstate or interna-
tional clients, largely through phone or letter, and only occasionally travelling to
meet person-to-person. Consequently, there was little need to understand much
about other cultures, and how social and cultural practices might affect communi-
cation and negotiation, because there was less globalised business. Furthermore,
the available communication and travel technologies meant that they rarely had
to deal with clients and colleagues directly or face-to-face.
For some time researchers have been discussing the effects of globalisa-
tion and technology on workplaces and working lives and the literate practices
necessary to succeed in the workplace (The New London Group 1996; Cope
and Kalantzis 2000; Anstey and Bull 2006). In fast capitalist cultures, such as
the U.S.A., U.K., Canada and Australia, workplaces have become less hierar-
chical organisations, and teamwork and multi-skilling are required. Employees
work together as a team on tasks, collaborate, strategise and problem-solve in
order to get the job done. Oral communication skills, the ability to listen produc-
tively and critically, negotiate, use higher order thinking skills and co-operate
are now as important as the ability to read and write with traditional (paper
and pen) and digital technologies. These changes mean that workplace lit-
eracies have many dimensions to them. Apart from identifying the specific
literacy knowledge and skills and the literacies associated with the technol-
ogy, there is a need to document the complexities of literate practices in the
workplace in order to better understand them (Mikulecky in Baker 2010). This
information will help prepare students for entering the workplace, assist the
preparation of professional learning of those already in the workplace and
inform the retraining of workers whose job or workplace no longer exists.
The changing repertoires of literate practices in
workplaces
One of the most common trends, already identified in the preceding para-
graphs, is the expectation that people will work in teams. The practices associ-
ated with working in groups are not just about language: they are multimodal.
Those participating in the group will need to be able to employ a repertoire of
practices to use and interpret the meaning making systems of all the modes.
These may include understanding that oral communication can be mediated
by pitch, volume and intonation and that sometimes sounds that are not words
may convey meaning. For example, a ‘humph!’ can express being fed up or
disagreement. In addition, gestures and facial expression need to be read and
used. Even clothing can indicate a role, expertise or status, which may influ-
ence the interpretations of messages in particular contexts. For example, in a
scientific or medical workplace a white coat may be associated with a scientist
or doctor and lead some participants to accord that person higher status in
the team. Alternatively, scruffy or dirty clothing may be associated with unde-
sirable character traits, which may mean people pay less attention or accord
less importance to that person’s message – depending on whether that dress

is appropriate to the context of the teamwork. While it could be argued that
people already automatically use and interpret the meaning making systems
of all modes, the issue when working in a group is about the conscious use and
processing of all the information provided through these modes.
Finally, the use of space can be interpreted with regard to expected
ways of participating; for example, a round table with chairs around it,
enabling everyone to hear and see each other, can be interpreted as facil-
itating and encouraging open dialogue where everyone is equal. The use
of space in workplaces is becoming increasingly important as employers
look at the best ways to organise space to facilitate the type of work and
outcomes they desire. Researchers in the areas of architectural design and
behavioural psychology have examined how the organization of workspaces
can affect workers’ perceptions of the organisation’s culture and identity,
flexibility, and ability to work as an individual and team member (Varlander
2012; Waber, Magnolfi and Lindsay 2014). Large companies like Google and
Apple are often featured in articles about links between use of space in the
workplace and productivity. More recently even more conservative indus-
tries like banking are beginning to approach workspaces in more thoughtful
ways in order to encourage worker comfort, satisfaction, creativity and out-
put and the flexibility to work in teams and as an individual. Further general
reading about this is available through QR codes 1.4 and 1.5 which have links
to recent online articles that discuss these trends and their advantages and
disadvantages. As you read them, reflect on the variety of literate practices
and behaviours these different spaces encourage or discourage.
QR Code 1.4 An article on Google as a workplace where organisation of space
encourages creativity (https://www.theguardian.com/careers/2016/feb/11/
is-googles-model-of-the-creative-workplace-the-future-of-the-office)
QR Code 1.5 An article that discusses how the availability of different work-
place settings (use of space) facilitate different work practices (http://fortune.
com/2016/05/12/the-open-office-concept-is-dead/)
While changes in the ways workplaces operate mean that the literate practices
of the workplace are multimodal, oral communication, used in combination
with the audio, gestural, visual and spatial, is rapidly becoming a dominant
mode. Almost all face-to-face interaction, be it via video technology or in per-
son, will involve oral interaction. Therefore, effective listening and speaking
when working in groups is an essential literate practice in today’s workplace.
Some researchers suggest that it is through the use of spoken language that
people are able to think creatively and productively together. Littleton and

Mercer (2013, p. 1) suggest that in these contexts people do not simply use talk
to interact, but to interthink. They go on to state that not all talk is productive
and in order to ensure successful outcomes, we need to understand why that
is the case. There is a need to learn the literate practices of productive oral
interaction when problem-solving or creating in the social and communicative
processes of working in a team – to become effective at the literate practice of
interthinking. (For more on interthinking see Chapter Four.)
As workplaces change with an increase in teamwork, job sharing, part-time
work, outsourcing and self-employment (Australia’s Future Workforce? 2015)
there are increasing demands on the workers’ social and behavioural skills
and practices. These changes to the work place will mean contact with, and
working with, people from diverse social groups. Workers in these settings
will require an ability to understand, tolerate and work with a range of per-
sonalities, cultural and social groups and communicative styles.
Outsourcing of specific tasks to another workplace, or bringing together
a team of specialists from a range of other places is another trend identified
by those researching the characteristics of workplaces of the future. This sit-
uation has arisen because of a significant increase in self-employment and
working from home. Australia’s Future Workforce? (2015, p. 182) reports that
recent research indicates that across 29 countries in Europe, North America
and the Asia/Pacific 20 per cent of the workforce is self-employed.
• The purpose of this Theory into Practice is to reflect upon the current teaching practices you
use when getting students to work in groups.
• Think about why you use group work.
o What are your teaching and learning purposes – your desired learning outcomes?
o Are they content or process focussed or both? Think about why this is so.
o Do you talk to your students about why you are getting them to work in groups?
• How do you go about teaching students to work in groups? What literacy skills, processes and
behaviours do you teach about working in groups?
• How do you teach specific listening and speaking skills and discuss the role of talk in clarifying
thinking and problem-solving?
• What social skills and behaviours do you discuss and teach?
• How does the concept of group work being multimodal influence your current teaching
practices?
• What would you do the same or differently having read about team work, problem-solving,
collaborating, co-operating, strategising negotiating, using higher order thinking skills and
the role of oral language and other modes in the workplace?

Bringing together a team of people who have not worked together previ-
ously can exacerbate the issues previously discussed regarding the literate
practices of teamwork. In addition, this team may often be based in another
state or country and connecting digitally through video communication,
webinars or online conferencing, introducing a range of dimensions to com-
munication and literate practices not previously encountered. All of these
technological options provide the opportunity to participate in a meeting
in real time over the web. The sophistication of the technology available
for use in these virtual meetings means the choice of software and hard-
ware technology influences the number of modes available for communica-
tion and the repertoire of literate practices used. It can expand or limit the
ability of team members to discuss, problem-solve and communicate ideas
effectively. For example, if it includes video as well as audio communication,
items can be held up, manipulated and discussed for all to see and facial
expression and gesture can be used to interpret and communicate. Even a
person’s dress can become part of the communication. Using audio technol-
ogy only restricts the available modes as only pitch, volume and intonation
can be used to interpret a person’s oral communication. Removing audio and
video, with participants typing in comments and reactions, restricts things
further, as only the written word can be interpreted and messages can be
influenced by participants’ typing skills or ability to quickly and accurately
convey thoughts in a written message. The effectiveness of communication,
teamwork, discussion and decision-making in these virtual meetings across
workplaces is very much linked to the available modes, and consideration
would need to be given to the purpose and desired outcome of the meetings,
and the modes necessary to facilitate it before choosing the technology and
software to be used. The luxury of choosing the best technology option may
not always be available. Understanding the links between the modes avail-
able, the literate practices participants have and need, and the achievement
of the desired outcome when using technology to facilitate teamwork is a
new dimension for many workplaces.
Changing organisational structures, definitions and nature of work, job
requirements, workplace design, and workforce demographics and capabili-
ties, have changed the ways in which companies search for and select workers.
Experts in industrial and organisational psychology have identified the need
for additional selection criteria that are more to do with the organisational
requirements than job requirements (Holman et al. 2005; Carson and Stewart
1996; Landy, Shankster-Cawley and Moran 1995; Sanchez 1994). Companies
want people with a similar philosophy to that of the organisation, capable
of growing the company and growing and changing with the company –
for example, they may want innovators who suit the company philosophy, atti-
tudes and values. Therefore, there is an increase in the use of personality tests,
integrity tests, and value-based selection systems together with more sophis-
ticated interview techniques. These selection practices mean companies are

conducting far more rigorous and careful analysis of the repertoire of literate
and social practices and behaviours that best suit the company profile when
identifying selection criteria and the best ways of assessing them.
The impact of technology in office-based settings has been discussed in
some detail. However technology has had impact in settings that would pre-
viously have been technology free and where workers’ literacy skills did not
need to be particularly high. Anstey and Bull (2006) discussed the changing
literate practices of rural industry in Australia, where higher levels of literacy
are required as technology and environmental protection influences agron-
omy. Farm machinery is computerised and programmed using global position-
ing technology to enable the most efficient ploughing and planting of seed for
maximumyield.Forexample,incottongrowingareasinQueensland,Australian
farmers are required to have their fields levelled using global positioning sys-
tems to minimise the run off of chemicals into the water table. An unexpected
outcome of this requirement was that farmers could use the global position-
ing knowledge with the computers in their tractors to ensure that the tractor
always travelled the same path and the same soil was compacted rather than
the planting area being compacted, which would impede growth. It was even
possible to ensure that the seed drills occurred in exactly the same place and
increases the yield because the roots were able to grow more easily in this
already loosened soil. The tractors could also be programmed to work without
a driver, leaving the farmer free to do other tasks, employing fewer workers.
In many countries, the transport of goods by road is a huge industry, and
one that is changing. Being a long-haul truck driver used to be considered
• The purpose of this Theory into Practice task is to consider how the availability of different
modes influences the effectiveness of communication in achieving the desired purpose.
• Consider what you explicitly teach and discuss about tasks such as preparing reports with
students.
• What is the balance of information and teaching you provide about:
o the genre and structure of the writing
o the technology via which it will be delivered and how that might affect the modes to be
employed, and
o how to make decisions about the best modes of communication that might be employed,
for example, visual, images, diagrams, flow charts, oral or written explanations, gesture,
facial expression.
• Once you have considered these questions re-examine your planning for a task like this that
you will teach in the near future and think about anything you might change.

a low literacy job, for those with little success at school. However, govern-
ment regulation regarding environmental protection and driver safety now
requires various levels of certification and computer literacy in order to
maintain a job in this industry. For example, in Australia, drivers who haul
dangerous goods, such as chemicals, gas and fuel, must complete a danger-
ous goods course that requires two days of face-to-face work. Some of the
knowledge and tasks they need to acquire include:
• examination and knowledge of the Australian Dangerous Goods Code
and relevant State/Territory dangerous goods regulations
• knowledge of risks associated with the transporting of dangerous goods
by road and related precautions to control those risks
• the ability to read and interpret information on transport documenta-
tion, including consignment/manifest sheets
• the ability to apply all this knowledge in order to plan appropriate trans-
port routes and appropriate rest stops and
• knowledge of procedures that would enable putting into place a plan of
action should a leakage or other emergency occur when transporting
dangerous goods
As can be seen the literacy skills for this course require reading quite dense
documents about policy and then translating and applying that knowledge
in practice. For example, balancing a load between a prime mover and two
tanker trailers to ensure that the weight is distributed across the axles is
quite complicated, requiring the use of specific computer software. Once
distribution of the load is accomplished, an order of destinations for unload-
ing needs to be planned. This ensures the remaining load remains balanced
for safe driving as compartments are emptied en route. (If sloshing occurs it
can make the trailers unstable and cause an accident.) In addition, the route
has to be worked out in relation to the routes along which dangerous goods
are allowed and required rest stops. Recently there is a move to make driver
log books digital, another advance in required literacy skills. But what is the
future of long haul truck drivers with the advent of driverless cars? Many of
the large trucks and other equipment in the mining industries are already
operating without drivers, controlled by a central computer system.
Workplaces in the future: disappearing and appearing
occupations
In the two examples regarding the impact of technology on workplaces dis-
cussed in the preceding paragraphs, one of the outcomes identified has been
the disappearance of jobs in these settings. Education is predominantly about
enabling students to participate in all aspects of life, that is, in workplace, leisure,
social, cultural and civic environments. Identifying what those environments will

look like in the future and the literate and social practices and behaviours nec-
essary to participate successfully in them is one of the major challenges for
literacy education. Employment, which leads to being economically indepen-
dent, is essential to being able to participate in social, cultural and civic envi-
ronments. Therefore, understanding more about the future of employment and
workplaces is essential to planning appropriate literacy education.
Two reports on the influence of technology on employment in the future,
particularly computerisation and Artificial Intelligence, provide some con-
fronting statistics. A report to CEDA, Australia’s Future Workforce? (2015) con-
cluded that more than 5 million jobs, that is, almost 40 per cent of Australian
jobs that exist today, have a moderate to high likelihood of disappearing in
the next 10 to 15 years due to technological advancements. In some parts of
rural and regional Australia in particular there is a high likelihood of job losses
being over 60 per cent. Frey and Osborne (2013) examined the impacts of
future computerisation on the United States labour market, analysing the
number of jobs at risk and the relationship between an occupation’s proba-
bility of computerisation, wages and educational attainment. They concluded
that about 47 per cent of total United States employment was at risk. Globally,
manufacturing has, and will, continue to be impacted by computer technology
and automation. For example, the shipyard industry in Denmark and the auto-
motive industry in Australia have declined and considerable effort has had to
be put into transitioning workers out of declining industries.
The impact of Artificial Intelligence (AI) is often referred to as the Fourth
Industrial Revolution. Initially it was thought the influence of AI on the work-
place would occur over the next 20 years but predictions are now suggesting
it will be much sooner. In 2017 various news outlets reported the develop-
ment and employment of a robot receptionist called Nadine at Nanyang
Technological University in Singapore. Nadine can remember faces, express
mood and emotion and conduct a conversation. Nadine also looks human and
life-like, rather than robot-like. The application of such technology in fields of
health and care occupations is regarded as imminent. QR code 1.6 provides a
link to an article in which the professor who led the team that created Nadine
discusses the implications for workplaces and employment in the future.
QR Code 1.6 An article in which the professor who led the team that created
Nadine discusses the implications for workplaces and employment in the
future ( http://www.channelnewsasia.com/news/singapore/this-born-in-singa-
pore/2894522.html)
Technology is not the only global influence on the disappearance of jobs. Global
environmental issues that have led to globalised collaborative responses
among countries on setting environmental targets, such as emissions tar-
gets, have meant significant change to particular industries. In Australia, the

coal industry has been significantly affected as cleaner sources of energy are
sought, not only in Australia but also overseas. Some entire towns and com-
munities have found the major source of employment disappear. Similarly, the
timber industry has been affected as the world endeavours to retain or regrow
large areas of forest in order to assist in the reduction of carbon dioxide in the
atmosphere. Many countries are encountering similar changes in industry.
So what types of jobs will survive and what are the literate practices
required of them?
According to Frey and Osborne (2013) the most vulnerable occupations
are those that require a low degree of emotional and social intelligence
and are predominantly made up of tasks for which computer algorithms
can easily be developed. One example is that of a court clerk because
most searches can now be done by computer. Similarly, some aspects of
retail employment can become automated, and this is already evident in
supermarkets where customers can scan, pack and pay for their items
with no human contact.
At present developments in Artificial Intelligence have been unable to
simulate the ‘common sense’ aspects of human intelligence, so jobs that
require a high degree of social intelligence, for example, a public relations
specialist, are less likely to disappear. Frey and Osborne (2013, p. 31) pre-
dict that occupations that are least likely to disappear would be in the
professional, technical and creative areas that involve problem-solving,
complex perception and manipulation, persuasion, negotiation, care and
a high degree of emotional and social intelligence. The examples they
give are in the areas of specialist health care workers, surgeons (although
they are now using robotics and lasers, they still require social and emo-
tional intelligence and problem solving), the arts and design.
In Australia’s Future Workforce? (2015, p. 15) the notion of career trajectories
is discussed. People will change occupations many times as workplaces and
occupations evolve; therefore, employees will need to be highly skilled, able to
work globally and highly mobile. As a result the report asserts that their skills
cannot be firm specific, based on the retention of specific knowledge; rather,
they must be broader competencies that incorporate analysing and designing.
Simply being able to use technology is no longer sufficient. To be globally rele-
vantthereisaneedtobeabletobeacreatorofICT(InformationCommunication
Technologies) – architecting, designing and analysing. Balanskat and Engelhart
(2015, p. 6) report that by 2020, Europe may experience a shortage of more than
800,000 professionals skilled in computing/informatics. They go on to report
that as a consequence 16 countries have decided to integrate coding into their
curriculum at the national, regional or local level: Austria, Bulgaria, the Czech
Republic, Denmark, Estonia, France, Hungary, Ireland, Israel, Lithuania, Malta,
Spain, Poland, Portugal, Slovakia and the U.K. (England). Australia has also
commenced the introduction of coding into the curriculum. While the introduc-
tion of coding skills to the curriculum may seem more related to mathematical
Emotional and Social
Intelligence
The competencies linked to
self-awareness, self-
management, social awareness
and relationship management,
which enable people to
understand and manage their
own and others’ emotions in
social interactions. The ability
to get along with others and
facilitate co-operation.

literacy, if consideration is given to how coding is applied in the workforce, the
relationship to literate practices and literacy is immediately apparent. Coding
can be used to program robots, which, for example, are increasingly used to
provide companionship and basic assistance to the elderly in their homes or in
healthcare institutions. In order to write appropriate coding there will need to be
collaboration between health care experts, geriatric specialists, coding special-
ists, robotic specialists, etc. In other words it will require a very disparate team
to work together, as has been described in the previous discussion of changes
to the workplace. The literacies and literate practices of teamwork have been
discussed in full previously and do not need to be reiterated here; however, the
act of coding itself also involves many of these literacy skills and practices. As
Balanskat and Engelhart (2015) assert, the development of coding skills helps
students to understand today’s digitalised society and fosters 21st century skills
like problem-solving, creativity and logical thinking.
Implications of the changing workplace for multiliteracies
and multiliterate pedagogies
In July 2017, The Foundation for Young Australians published the New Work
Smarts report which identified the skills that would be required of workers by
2030 and the implications for schooling. The report identified the following:
• workers will spend 100 per cent more of their time involved in problem-
solving
• 41 per cent more time on making judgements and engaging in critical
thinking
• 77 per cent more time using science and maths skills
• 17 per cent more time engaging in verbal communication and using
interpersonal skills (F
uture Skills Report, 2017, p. 4)
The report also indicated that workers will spend 30 per cent more time
learning while working, indicating the need for an ability to cope with change
and be oriented toward lifelong learning. Overall the conclusion of this report
was that workers would need to be strategic, able to solve complex problems
and think creatively. The indications of this report clearly indicate the need
for a multiliterate pedagogy.
Table 1.3 provides a summary of the relationships among the key charac-
teristics of multiliteracies, the changing literate practices of the workplace
and the implications for pedagogy. Examination of the literate practices of
changing workplaces, future trends in workplaces and the types of work
available, together with the need to retrain and transition workers into new
jobs, indicates that the concept of multiliteracies, as a way of preparing stu-
dents for the future, is highly relevant. The implications for pedagogy are
also compelling as traditional approaches to literacy education would be
inadequate when developing multiliteracies.

• There are two purposes for this Reflection Strategy. The first is to review your previous definitions
of literacy in terms of the preceding discussion about changing workplaces and consider whether
you feel your definitions are appropriate or adequate or need further refinement. The second is to
reflect upon your current teaching practices in terms of the section on changing workplaces.
• Consider your definitions of literacy, literacies and multiliteracies in terms of changing work-
place literacies, changing workspaces and the rise and fall of particular occupations. Do your
definitions address these changes?
T
able 1.3
Relationships among multiliteracies, changing workplace characteristics and pedagogy
Characteristics of multiliteracies Changing literate practices in
the workplace
Implications for pedagogy
•
Multimodal rather than language
dominant
•
Made up of multiple literacies
•
Will continuously evolve as local
and global society, culture and
technology, change the contexts
in which literacy is practiced
•
Enables capacities to cope
with change and effectively
participate in and contribute to
all aspects of society: workplace,
leisure, social, cultural and civic
environments
•
Increase in teamwork
•
Teams drawn from within and
across workplaces
•
Increasingly working with diverse
social and cultural groups
•
Conscious and strategic use
of multimodal work practices
(audio, visual, gestural, spatial,
linguistic)
•
Using talk effectively – listen-
ing and speaking important to
teamwork
•
Use of technology to work in
virtual teams
•
Require high degree of social and
emotional intelligence
•
Recruitment to suit
organisational philosophies – need
for increased self-awareness
•
Increase in use of technology –
few technology free workplaces
•
Increase in teamwork requiring
ability to collaborate, co-operate,
negotiate, problem-solve, use
higher order thinking skills, be
flexible
•
Disappearance of industries and
occupations will necessitate the
ability to cope with change, re-
train and transition occupations
•
Ability to work globally
•
Necessity to be mobile.
Develop pedagogies that:
•
involve students working collabo-
ratively on authentic tasks
•
teach the literate practices of
working in a team – emotional
and social intelligence (e.g. ability
to collaborate, co-operate, nego-
tiate, problem-solve, use higher
order thinking skills, be flexible)
•
develop students’ ability to prob-
lem-solve and create through
talk
•
involve students in teamwork
that involves familiar and unfa-
miliar team members
•
develop students’ ability to
work with socially and culturally
diverse groups
•
actively teach about paper, live
and digital multimodal texts
•
actively teach the conscious and
strategic use of all modes
•
use technology in a variety of
ways and involve students in
making decisions about the most
appropriate technology for a task
•
develop an understanding of the
global nature of work and that
workplaces and occupations will
change

Multiliteracies, technology and change in social,
cultural and civic settings
The preceding section discussed the ways in which technology and global-
isation has changed and will continue to change the workplace. However,
technological change has influenced all parts of life and linked individuals
more closely to the global community and its influences. This section will
look at how changes in technology have influenced literacies and literate
practices, and potentially, beliefs, attitudes and values in the social, cultural
and civic settings of lives.
As with the workplace the most significant aspect of the impact of technol-
ogy in social, cultural and civic settings, is the availability of multiple modes.
Rather than being language dominated, technology can facilitate many ways
of shaping the message. Text delivered via technology can include linguistic,
audio, visual, gestural and spatial modes; words may be accompanied by sound
effects, music, still or moving images. The use of a screen rather than a page
means that the organisation and use of space on the screen may vary consid-
erably from text to text. In addition reading screens requires additional skills
to reading the page as, for example, information may not be chronological as
one moves between screens navigating links creating a hypertext of one’s own.
The ability to understand the ways in which the different modes may convey
meaning, both individually and in combination, is one of the essential changes
to literacy and literate practices. A person must be literate in all modes and
capable of understanding and conveying meaning via multimodal texts deliv-
ered live, or via paper or technology. Understanding one’s preferences for, and
abilities with, different modes is also a key aspect of literate practice with tech-
nology. Personal preference, possibly influenced by cultural or social group, can
mean that an individual pays more attention to messages via particular modes,
for example, preferencing the visual over written word, or listening over read-
ing. These preferences could shape the meaning one makes of the text as some
information may be omitted from particular modes or provide contrasting
views – for example, an image may provide a different meaning to the words.
The purposes for using technology in social, cultural and civic aspects of life
vary considerably. Some are personal, for example, shopping online or contact-
ing friends or groups with similar interests via various apps and software avail-
able through the internet. The increased ease with which downloading from
the internet can occur with the introduction of smart technology to television,
• Re-read Table1.3, focussing on the implications for pedagogy. Consider your current teaching
practices and whether they address some of the identified needs for workers in the future,
how you currently address these needs and how you might address them in the future.
• What would be the major foci of any changes and why?

tablets and smartphones has rendered DVDs and iPods almost obsolete. Young
people who have never known anything but being able to download songs,
movies, TV programs and apps, and who conduct almost all forms of interac-
tion via the internet, expect speed, choice and instant connection. This makes
for a fast-paced world that may not require long periods of attention.
Increasingly government and business prefer individuals to complete
forms and transactions via the internet. While not yet compulsory, individ-
uals find increasing pressure to do so, as offices and branches enabling
personal face-to-face contact close or become centralised. Technology also
provides users with a degree of choice and independence, with access to ser-
vices such as booking travel and accommodation, managing finances, order-
ing take away or booking a restaurant.
However, all these trends raise issues of equity for those who do not
speak English as their first language, are not ‘internet literate’ or do not
have access to the internet. While most devices allow internet access (for
example, smartphones, tablets, laptops, smart TVs), the user still has to
have an internet account with a provider with the attendant costs. Access
to the internet and technology that is up to date is an increasing issue in
terms of equity, as schools have found when doing surveys of students’
access to technology and the internet to complete homework, submit
work and access school materials online. Many schools have found that
they have made erroneous assumptions about student access: firstly that
they have technology that is compatible with school requirements and
software, secondly that it is available to the student to use, and thirdly
that there is an internet connection that is available and reliable. This is
particularly the case in low socioeconomic areas in towns and cities and
rural/isolated areas.
• The purpose of this Reflection Strategy is to consider how well you know your students in
terms of their use of, and access to, technology.
• Survey your students in terms of:
o the technology only available in their home and the mobile technology available
o whether the technology is compatible with school requirements and software (i.e. how up
to date is it?)
o what technology (range of devices) is available to the student to use and where and how
often is it available?
o what internet connection is available where and on what devices, and
o its reliability in all those settings

Social media: Becoming globalised citizens
Technology enables participation in global events either directly or vicari-
ously. Even if unable to travel to different parts of the world to experience
other cultures and events, individuals can experience them via technology.
Satellites, the internet and Wi-Fi enable exposure to events as they occur in
real time, through live feeds on tablets, smartphones, laptops and desktop
computers. In addition, virtual reality kits are now becoming commercially
accessible for a similar cost to a smartphone, which means virtual reality may
be used to experience activities as diverse as gaming, social media, virtual
lives, virtual conferences, live music concerts and pornography (Sutton 2017).
The proliferation of social media provides access to a wider range of
social and cultural groups and individuals, together with the ideas, inter-
ests, beliefs, opinions and information they wish to share. Contact with an
increasingly diverse community across the globe, rather than only within
one’s own community, means shared community values and connections
are challenged. Such global contact raises awareness of global events and
trends and also has the potential to shape attitudes and behaviour.
Users of social media do so for many different purposes and the types of
information shared takes many forms, for example blogs, business networks,
forums, photo sharing, social gaming and virtual worlds. QR Code 1.7 pro-
vides a link to the most commonly used network sites in 2017 and provides
a picture of the number of users around the globe. It reinforces the notion
that technology, in particular, access to social media, has the potential to
influence users’ lives, their behaviour and values and attitudes.
QR Code 1.7 Commonly known network sites ranked by number of users in Jan-
uary 2017 (https://www.statista.com/statistics/272014/global-social-networks-
ranked-by-number-of-users/)
The behaviours associated with the use of technology, particularly mobile
technology, have led to evolving rules and etiquette. The use of mobile phones
on public transport has led to ‘quiet areas’ or ‘quiet carriages’, where talking
Social media
Websites and applications (apps)
that enable users to develop
online social networks and
communities to share ideas,
information, personal messages
and interests, for example,
Facebook, Twitter, Snapchat and
LinkedIn. They facilitate user-
generated content.
• Survey your students in terms of their reasons/purposes when using technology (for exam-
ple, shopping, messaging friends, downloading music), their favourite apps and websites (for
example, social networking apps and websites)
• Discuss with your students what they like and dislike about using technology
• After compiling the results consider what you have learned about your students and if,
and how, that will influence the ways in which you approach the teaching of literacy (in all
disciplines)

on mobile phones is banned so passengers are not disturbed. Restaurants
often ask people to go outside to answer phones and some offices (partic-
ularly medical) require mobile phones be turned off or put on silent. Mobile
devices have modified the practice of meeting people face-to-face to talk over
a meal or coffee. It is not uncommon to see people sitting together without
speaking as they constantly check messages, email or Facebook. Time spent
using technology has increased dramatically in the last 10 years. Hoh (2017)
reported that the Roy Morgan Young Australian Survey (2017) indicated that
children aged six to thirteen spend almost 12 hours a week on the internet.
This is almost double the time spent online in 2008. Interestingly, the same
study also found that students now spend more time online than watching
television. Consequent changes in social behaviour and literate practice have
occurred as families have developed rules about where and when technol-
ogy might be accessed, monitored sites and imposed filtering mechanisms
to ensure online safety. In addition the increase in students’ having personal
mobile phones and tablets has meant that schools have had to develop poli-
cies around students’ use of mobile phones and tablets in school.
The ways in which grammar, spelling and language are used in different
messaging forms has also evolved and will continue to do so as technology
evolves. When text messaging (SMS) began, there was much controversy as
people transferred the abbreviations and slang used in this context to contexts
in which it was inappropriate. The conventions of language use had to be devel-
oped for different settings and the contexts and people with whom messaging
occurred, for example, email, SMS and other messaging apps such as Viber or
Snapchat. For example, in email, if capital letters are used it is considered the
equivalent of shouting. Many of these behaviours and etiquettes associated
with technology are global and demonstrate the evolving nature of literacy
conventions and the level of decision-making available to users to engage
them as technology continues to change in all aspects of life. For example, the
user may consider whether it is appropriate, if not coming in for work, to text
the boss using the slang and abbreviations normally used in a text to a friend,
or whether it would be better to convey the information more formally via a
phone call or formal email. Similarly, in social and work settings people have to
consider whether there are some messages or actions that should be done in
person or via a messaging app, for example, dropping a girlfriend or boyfriend,
making arrangements to meet friends or sacking someone.
Social and cultural traditions around significant events such as religious fes-
tivals, marriage, funerals that once included the use of greeting cards associ-
ated with sentiments of that event have also changed with technology. Greeting
cards are often replaced by messaging via Facebook or various apps and vir-
tual cards available via websites. The events themselves may include displays
of images via technology accompanied by music, display of pre-recorded mes-
sages or live connections for those unable to physically attend, for example
using Skype. The event may also be relayed via commercial social media or via

individuals attending it. Once again these changes require changes in literate
practices and behaviours. It is necessary to understand the influence of context
and the social and cultural expectations of behaviour. It is also necessary to be
able to make decisions about the appropriate use of available technology.
Some aspects of the changes that technology has wrought on literate
practices and behaviours can be seen as potentially negative and once
again these are global trends. Psychologists in schools and general prac-
tice are reporting an increase in addictive behaviours among users of
mobile devices and gaming. Such behaviours result in negative effects,
such as ignoring live interaction in favour of virtual interaction and virtual
lives online. Other behaviours include the compulsion to constantly check
one’s social networking apps for updates (described as ‘fear of missing out’
or FOMO) or for a sense of fulfilment from seeing increasing ‘likes’. Some
countries report the issue as so pervasive and severe that treatment cen-
tres have been set up to combat the addiction (Wallace 2014). Initially it
was termed ‘internet addiction’, but psychologists now point out that the
internet is the delivery mechanism through which potentially addictive
activities are delivered (Starcevic 2013). Recent studies suggest that the
internet facilitates environments, particularly through social media, that
are rewarding because they provide escape, a contrast to students’ real
worlds and a way of building a social profile different to reality. This reward
can become addictive, hence the overuse of social media, or addiction.
Recently other negative social behaviours have emerged in social media,
for example, cyber bullying, often related to appearance, but also in reference
to gender issues, culture and race. The influence of how gender and culture
are constructed in media and texts has long been examined by academics
(see, for example, Luke 1993). Young people who have been influenced by
images of models and high profile individuals, who fulfil the ‘ideal’ image of
beauty on television, in magazines and in social media may bully those who
do not fulfil this ideal. Conversely, those who do not feel they fulfil this ideal
can develop low self-esteem and eating disorders that are exacerbated by the
bullying. The tendency to post images of oneself on social media to show such
things as engagement in social activities, new clothes, use of make-up and
poses to achieve a ‘look’ can exclude those who cannot (or feel they cannot)
conform to these idealised images. Many of those who view these images do
not realise that they are not real, that they have been enhanced to look more
ideal through the use of software packages, such as Photoshop, which enable
photographic images to be changed. The use of software such as Photoshop
was recently ridiculed in a short video that implied that no images were real
and that Photoshop and other software could be used to create an image of a
beautiful girl out of a slice of pizza. It was posted on YouTube by several groups
and further manipulated and commented upon. It is interesting to view the
different groups’ postings and the comments (see QR Code 1.8 and QR Code
1.9). Many did not realise that it was possibly a hoax to draw attention to the

use of software to enhance photographic images and that Photoshop may not
actually have been used. Others were incensed at what they saw as the neg-
ative portrayal of Photoshop software and disregarded the issue of whether
images should be enhanced or changed by software completely. Regardless of
the views of those who posted it and those who commented on it, it is a useful
way to start a conversation about how social media, images and software com-
bine to shape beliefs, attitudes and behaviour around the portrayal of beauty.
Critical reflection about who posts images, why they post them, the authen-
ticity of the image and how what you are viewing and posting on social media
affects you, is a necessary aspect of being a multiliterate person.
QR Code 1.8 Photoshop turns pizza into woman (https://www.youtube.com/
watch?v=9j656_RiO0k)
QR Code 1.9 Photoshop has gone too far in CollegeHumor Originals (https://
www.youtube.com/watch?v=Hnvoz91k8hc)
In a recent issue of National Geographic that focussed entirely on what they
termed ‘the gender revolution’, the issues of positive and negative aspects of
social media were discussed, ‘…because social media – a factory for the mass
production of insecurity – is transforming everything about adolescence’
(Rosenberg 2017, p. 122). While the negative issues of idealised beauty and
conformity were identified, the positive point was made that social media
could help those who could not find a ‘place’, group or ‘village’ in their local
real world to find a place online. The example was given of a 15-year-old girl
who found that her ‘village’ was nerds who liked video games and musicals.
Apart from the obvious negative personal and social implications of these
addictions, the implication from a literacy education perspective is that indi-
viduals need to be more critical and aware about their purposes in using the
internet, including social media, and the role of the internet and social media
in society. The definition of multiliteracies states that they enable capac-
ities to cope with change and effectively participate in and contribute to
all aspects of society: workplace, leisure, social, cultural and civic environ-
ments. These capacities would therefore include understanding the potential
power of social media and being able to evaluate the types of social media
available and their potential for influencing and changing social behaviour,
beliefs, values and attitudes. For example, a multiliterate individual would
have the capacity to explore and critically evaluate the concept of friendship
and whether friending someone on Facebook is the same. Critical thinking
skills, problem-solving, evaluating information, comparing and contrasting
would all be part of this type of exploration. These literacy skills and literate

practices were previously identified as important in changing workplaces.
Clearly they are also relevant to other social, cultural and civic aspects of life.
No text is neutral
Increasing use of the internet means that individuals have access to a plethora
of sites and texts. The sites are created for particular purposes. An individual
may wish to share information, beliefs or opinions, as may non-profit organi-
sations or groups of activists. Businesses and advertising groups want to sell
‘things’ rather than ideas or beliefs, but may choose to do so by creating a con-
cept or style around that ‘thing’ that appeals to the beliefs, ideals or lifestyle
choices of specific groups of consumers. The texts created for these sites may
contain a combination of various modes realised through images, sound effects,
music, gestures and facial expression and words. Every one of the texts on those
sites was created with a purpose in mind and was therefore shaped in a partic-
ular way to expedite fulfilment of that purpose. Therefore none of those texts
is neutral. Even a government website that is providing information about a
service and the facility to fill in forms to engage that service, will be encouraging
participation and use of the service because it is based on a policy that is being
implemented. The success of that policy (and re-election by constituents who
support that government policy?) is dependent upon its successful implementa-
tion through such things as the website. Therefore, those texts have a purpose:
to persuade and facilitate participation by the target audience. For example, the
addition of an attractive photo depicting the outcome of accessing the service is
designed to encourage participation by the potential user of such a site.
The user of the site will bring their social and cultural background to the
text or site they are viewing and using and will filter the text through their
associatedbeliefs,attitudesandknowledge.Theymayusethisself-awareness
and knowledge to investigate such things as the authority of the site, its
sources and the background of the authors, as part of a process of accept-
ing or rejecting all or part of what the texts of that site have to offer. Users
of technology must have the skills, knowledge and processes to be critical
consumers of all texts if they are to be capable of managing their futures.
In addition to understanding that no text is neutral, users of the internet need
a knowledge of how the internet works, including understanding that everything
it facilitates is designed or used as part of a business. This knowledge will assist
students to understand the ways in which aspects of the internet may be subtly
influencing and changing their social and cultural behaviour, attitudes and beliefs.
Businesses, advertising agencies, in short, any group that wishes to know how
particular groups feel about topics or what people are interested in, will exam-
ine social media (for example, Twitter) for trends and topics that people are
accessing frequently. Twitter is just one social media app that facilitates social
networking. At its simplest level people can tweet about what they are doing to
their followers (the equivalent of friends on Facebook). However, users can also

elect to follow topics or people that interest them. If people find a topic, person or
tweet that interests them they may retweet it and that tweet multiplies as a topic,
becomes more prominent and more people may retweet it. As a result, as it gains
momentum it may become identified as a trend. Sometimes when this happens
in unusually large numbers it is referred to as going viral. If the person tweeting
has high status, for example, a close and respected friend, a politician, someone in
a powerful government position, or someone prominent in popular culture such
as music or film, then it is possible that people will be highly influenced by their
opinions or tweets and believe them without question. This can lead to changes in
public opinion, the way people view certain social or cultural groups or suspicion
of government officialdom. It can potentially normalise what has previously been
seen as inappropriate, for example, bad language, sexual references, making false
statements without evidence, denigrating a person or group or bullying.
As businesses and leaders in political, social and cultural groups follow
trends and viral topics and base their marketing upon them, there are other
flow on effects as the marketing itself encourages or discourages not just
the purchase of things, but the adoption of ideas and beliefs about what
constitutes acceptable behaviour and attitudes. Therefore, it is import-
ant that users understand what is happening or what they are potentially
doing, when they use the buttons that encourage them to retweet or fol-
low. Similarly, they need to be thoughtful when hitting the ‘like’ button on
Facebook, or similar ‘buttons’ in other social media.
Another aspect of the internet that occurs without users noticing is the
tracking of the user’s browsing habits. Users may notice that advertising for
items or sites they have previously browsed suddenly appear on the screen
when they are browsing in another site. This can occur because the sites
previously visited used cookies to track the web browsing activity in order
to place an advertisement for their site in another browsing session at the
optimum time. This is called remarketing and businesses use it because it
has been found that people rarely purchase or engage fully with a site the
first time they visit, so they need to be encouraged to return, through adver-
tising. More recently specific probabilistic matching software (for example
Drawbridge) has been designed to identify trends across devices; thus a user
may search for something online at work but when they bring the laptop
home they find advertising for that site on their mobile and tablet. This is
because often devices such as laptops, mobile phones and tablets share the
same IP address (for example, through the use of a router at home) and this
software has been designed to find a match across devices. Understanding
this process and how it is designed to shape one’s behaviour is an important
aspect of using the internet in critical ways, being in control of one’s life.
The concept of cross-marketing and how it targets children through
movies and associated toys, games, apps and food, has been explored
previously (Anstey and Bull 2006); however, it is worth briefly discuss-
ing the ways it is used to target adults. Product placement of particular

brands of items, such as make-up, food, cars and computers, in films
and television shows subliminally places a memory of those items and
their brands used in particular contexts that may be attractive to viewers
either as an aspiration or in terms of their membership of a social or cul-
tural group. The repetitive sight of those brands being used or consumed
makes them more easily remembered and desirable when the viewer is
actually shopping for such an item.
Similarly, websites market trends in areas such as fashion, household
items, home decorating or landscaping. Pages on the site display a ‘look’
and, advertising it as such, suggest consumers ‘get the look’ by purchas-
ing the products displayed. For example, a furniture store might display
an attractive lounge room and, below the image, list the items and their
prices and a convenient link to them in the website; fashion websites
might show a model with a combination of fashionable clothing, bags and
jewellery with similar links. Once again the consumer needs to under-
stand that they are being encouraged to buy more and engage in some
critical reflection about the difference between their original intent when
accessing the website and the behaviour being encouraged by the mar-
keting strategy employed by the producers of the website.
Implications of changing technology and change in
social, cultural and civic settings for multiliteracies and
multiliterate pedagogies
Table 1.4 provides a summary of the relationships among the key characteristics
of multiliteracies, changing technology and change in social, cultural and civic set-
tings and the implications for pedagogy. Examination of the literacies and literate
practices necessary to ensure a capacity to function in social, cultural and civic
settings indicates that the concept of multiliteracies, as a way of preparing stu-
dents for the future, is highly relevant. An ability to cope with change and evolve
one’s literacies and literate practices and use them in critical ways to take control
of one’s life and contribute to designing one’s future is essential. The implications
for pedagogy are also compelling, as traditional approaches to literacy education
would not enable such knowledge, skills and processes to be developed.
The impact of the changes that technology and media have wrought glob-
ally is reflected in a recent development from the United Nations Educational,
Scientific and Cultural Organisation (UNESCO). It has released Five Laws of Media
and Information Literacy (MIL), explaining the reason this step has been taken:
We are travelling towards the universality of books, the Internet and all
forms of ‘containers of knowledge’. Media and information literacy for
all should be seen as a nexus of human rights. Therefore, UNESCO sug-
gests the following Five Laws of Media and Information Literacy.
UNESCO (2017)

T
able 1.4
Relationships among multiliteracies, changing technology and change in social, cultural and civic
settings, and pedagogy
Characteristics of
multiliteracies
Changing technology, social,
cultural and civic settings
Implications for pedagogy
•
Multimodal rather than lan-
guage dominant
•
Made up of multiple literacies
•
Will continuously evolve as lo-
cal and global society, culture
and technology, change the
contexts in which literacy is
practiced
•
Enables capacities to
cope with change and
effectively participate and
contribute to all aspects of
society: workplace, leisure,
environments
•
Increased use of multimodal
texts in social, cultural and
civic settings
•
Associated issues of equity
and access
•
Individuals may have a
preference for particular
modes, which can inhibit
comprehension and/or use
of multimodal texts in these
settings
•
Increased use of screens for
reading and using texts in
settings
•
Increase in range of social
media available
•
Access to a wider range of
social and cultural groups
•
Access to wider range of
trends and events
•
Social media used by
different groups for a variety
of purposes
•
Access to social media may
challenge shared community
values and connections
•
Evolving etiquettes around
use of social media
•
Spelling, grammar, punctua-
tion and language: continu-
ously changing with evolving
technology, social media,
purposes and contexts of use
•
Technology and social media
have changed and will
continue to change how
social and cultural events are
celebrated and shared
•
Rise in internet addiction
•
No text is neutral
•
Increase in need for critical
literacy skills and practices
•
Increased need to understand
how the internet works and
how it can be manipulated to
influence behaviour, beliefs,
values and attitudes
Develop pedagogies that increase under-
standing and knowledge about:
• how multimodal texts work
•
personal modal preferences and possi-
ble implications of them
•
consuming and producing multimodal
texts for a variety of contexts and pur-
poses, using a variety of devices
•
how screen and page work similarly
and differently
•
how social media provides access to
a wider range of social and cultural
groups, trends and events, and how
this might challenge and/or shape
behaviour, beliefs, attitudes and values
•
how and why no text is neutral
•
critical literacy skills and practices
•
how and why etiquette and behaviours
around technology evolve
•
how and why spelling, grammar, punc-
tuation and language will continue to
change
•
how the internet works
•
how and why individuals should mon-
itor and reflect upon their intent and
purposes when using the internet

Discovering Diverse Content Through
Random Scribd Documents

Lamartine, cit. dall'A., 129.
Lampo (il) sopranome di Giacomo Cicognani (vedi).
Landi Pietro, di Forlí, capitano, mandato d'arresto contro di lui, 159;
destituito, 164.
Lapi Antonio, di Faenza, precettato, 160.
Lassi Angelo, di Faenza, ricordato nella sentenza Rivarola, 158.
Latinisti (dei), società segreta, 143.
Lausdei Giuseppe, direttore di polizia in Ravenna, assassinato, 194.
Lazzareschi, di Lucca, avv., ucciso a Rodez, 209.
Lazzarini Giovanni, comandante pontificio in Ancona, 58.
Lebeau Giuseppe, ministro dell'interno nel Belgio, 72, 239; sue notizie,
240.
Leonardi Ugo, di Ravenna, compagno di carcere all'A. e ammalato,
126.
Leone X, papa, ricordato, 50.
Leone XII, papa, sua elezione, 11.
Leoni Giacomo, di Meldola, condannato a 10 anni di galera per
appartenenza a società segrete, 193.
Lepori Pellegrino, di Forlí, precettato, 161.
Lichtenstein (duca di), ferito a Rimini, 44.
Liverani Giuseppe, di Faenza, precettato, 160.
Lodovichetti Carlo, di Ravenna, ricordato nella sentenza Rivarola, 158.
Lolli, assassinato, 152; — altro (di Modena?), esule in Francia, 223.
Longanesi, vedi Venturi Agostino.
Lorenzini Natale, cancelliere della Commissione Invernizzi, 191-196;
sostituito a Lorenzo Sindaci, 192.
Loreta Clemente, fa parte del governo nel '31, 36.

Lorini Niccolò, comandante la guarnigione di Ravenna, 173.
Losanna Giuseppe, di Forlí precettato, 161.
Lossada, reo di delitti comuni e impunitorio, 23.
Louvel Luigi Pietro, assassino del Duca di Berry, 15, 172.
Lovatelli Francesco, fa testimonianza per l'A., 230; capo battaglione
nella guardia civica, reprime il tentativo del Tarroni, 52-53; fonda in
Ravenna il comitato della Giovine Italia, 63, 114; evade 63; non
accetta la candidatura di deputato alla Costituente Romana, 86; sua
morte, 243; — Giovanni, gonfaloniere di Ravenna, 47; — Tommaso,
giacobino ravennate, 135.
Lugo, conturbato dai Centurioni, 60.
Luigi Filippo d'Orleans, re di Francia, 34, 41, 42, 69.
Luciani Angelo, di Ravenna, ricordato nella sentenza Rivarola, 158.
Maccolini Giuseppe, abate, ricordato nel libro del Frignani, 225; —
Luigi, di Faenza, precettato, 160.
Maestri Perfetti (dei) società segreta, 143.
Magherini Giuseppe, corrispondente dell'A. in Livorno, 223.
Magliano Costanzo, piemontese, dimorante in Forlí, appartenente alla
Carboneria, esiliato, 157; — Vittorio id., precettato, 161.
Magnani Pietro, di Ravenna, carcerato per truffa, trascrive fogli di
Eduardo Fabbri, 148.
Magni Giuseppe, di Forlí, ascritto alla Carboneria e condannato a 10
anni di detenzione, 151.
Maioli Domenico, id., id., 151.
Malagoli, esule, muore presso Tolone, 207.
Malvasia Alessandro, card. legato in Ravenna, 102, 246.
Malvezzi Giuseppe, di Brisighella, ricordato nella sentenza Rivarola,
159.

Mamiani Terenzio, rifiuta di firmare la capitolazione d'Ancona, 45, 203;
sua commendatizia per l'A., 237; loda il Frignani, 234; in Roma nel
'48, 81; ricordato, 237.
Mamini Angelo, di Forlí, precettato, 160.
Mamini Francesco (vedi Manini Francesco).
Mangelli Filippo, di Forlí, precettato, 160; — Pietro, id. id., 160.
Manini Francesco, di Faenza, ferito per spirito di parte, 152.
Mantellini Francesco, di Faenza, addetto alla Carboneria, condannato
a 20 anni di galera, 154.
Manzieri Francesco, di Lugo, precettato, 162; — Pietro, id., 164.
Manzoni Domenico, banchiere di Forlí, assassinato d'ordine della
Carboneria, 149, 152.
Maranesi Francesco, colonnello, esule in Francia, 210.
Marchesini Gaetano, di Bologna, mandato d'arresto contro di lui, 159.
Marchino sopranome di Marco Pezzi (vedi).
Marcucci Gallo, di Faenza, precettato, 162.
Mariani Angelo, musicista, 27, 191; — Marco, di Bagnacavallo,
precettato, 162; — Natale, capo custode delle carceri, liberale, 26-
27, 37, destituito, 158; sue notizie, 191.
Marii Carlo, di Faenza, precettato, 160.
Marini Giuseppe, di Faenza, ascritto alla Carboneria, promotore
dell'assassinio di Francesco Gamberini, condannato alla galera
perpetua, 152; — Pietro, monsign., poi card., amico della famiglia
Uccellini, 32, 102, 107, 196, 221, 222; sue notizie, 246.
Marioni Giuseppe, di Forlí, precettato, 161.
Maroncelli Francesco, id., id., 161.
Marozzi Antonio, id., id., 163.

Marschall di Bieberstein barone Francesco, brigadiere nell'esercito
austriaco, 56, 204.
Marsili Gaetano, ufficiale, 173.
Martinelli Giacomo, sospettato complice nell'attentato Rivarola, 195.
Martini Carlo, di Faenza, precettato, 160; — Giuseppe, di Forlí, id.,
161; — Pietro, di Faenza, id., 162.
Martinini Nicola, di Rimini, condannato per falsa testimonianza
sull'attentato Rivarola, 195.
Masi avv. di Lugo, prigioniero a Forte Urbano coll'A., 96.
Masina Angelo, capo in Bologna della parte demagogica, 83.
Masotti Gio. Battista, di Saludecio, fuoruscito ricordato nella sentenza
Rivarola, 159; — Luigi, di Faenza, sospetto complice in assassinio,
194; — Paolo, di Forlí, precettato, 161; — Vincenzo, id., id., 161.
Masottino, sopranome di Vincenzo Masotti (vedi).
Massimiliano II, re di Baviera, suo viaggio a Roma, 98.
Massimo Francesco Saverio, card., ministro dei lavori pubblici, 80,
242.
Massoneria: ricordata nella sentenza Rivarola, 143, 149.
Mastai Gio. Maria, vescovo di Spoleto, 44; vedi Pio IX.
Mattarelli Sante, di Faenza, ascritto alla Carboneria e condannato a
10 anni di galera, 155.
Matteucci Andrea, di Forlí, mandato d'arresto contro di lui, 159; —
Antonio, mons., direttore generale di Polizia in Roma, 106, 110; —
Domenico, direttore di Polizia in Ravenna, assassinato, 140, 175,
190; — Giovanni, di Ravenna, ricordato nella sentenza Rivarola, 159.
Mattioli Benvenuti Luigi, giudice nella commissione Invernizzi, 173.
Mattiucci Vincenzo, di Forlí, precettato, 160.
Matto Sarto, sopranome di Luigi Giulianini (vedi).

Mayer Enrico, accoglie l'A. in Livorno, 66.
Mazzesi Gaetano, di Ravenna, addetto alla carboneria e condannato a
10 anni di detenzione, 151.
Mazzini Giuseppe, fondatore della Giovine Italia, 61, suo elogio e sue
idee, 61-62, 237; l'A. gli porta a Marsiglia carte consegnategli dal
Bastogi, 66; è suo corrispondente, 75; accuse contro di lui per i fatti
di Rodez, 210; società mazziniane dopo il 1859, 114.
Mazzolani Pietro, di Bologna, precettato, 164.
Mazzolini Ignazio, di Forlí, precettato, 161; — Michele, id., id., 161.
Mazzoni Alessandro, di Forlí, precettato, 163; — Girolamo, medico,
sospettato come spia, 20, 50, 176, 188, 237; — Vincenzo, giudice
processante nella commissione Invernizzi, 173, 177, 178, 199.
Mazzotti Antonia, moglie di Gaetano Rambelli (vedi).
Medri, barbiere in Ravenna, riunione di Carbonari nella sua bottega,
7, ricordato, 217; — Andrea, di Cesena, tentativi di avvelenarlo, 194.
Meldolesi Mariano, fa testimonianza per l'A., 230.
Mellini, di Modena, esule in Francia, viaggia con l'A., 214.
Meli, protomedico di Ravenna, 36-37.
Melonà Anastasio, di Ravenna, ricordato nella sentenza Rivarola, 158.
Memorandum degli ambasciatori al governo pontificio nel '31, 50.
Mengen, generale austriaco nel '31, 43.
Mengolini Ignazio, di Faenza, precettato, 162; — Marco, id., id., 162.
Menotti Ciro, 34, 42.
Menz, incaricato d'affari in Milano, 63.
Menzetti Serafino, giudice processante, 178.
Mercuriali Angelo, di Ravenna, depone a danno dell'A., 180, 181,
186, 198-199.
Metternich (principe di), sua politica verso l'Italia, 42, 63.

Miccoli Romualdo, fa testimonianza per l'A., 230.
Micheletti Andrea, di Forlí, precettato, 163.
Michelotto, sopranome di Michele Fregnani (vedi).
Miglietti Alessandro, di Forlí, precettato, 163; — Carlo, id., id., 163.
Milani Gio. Battista, di Cesena, precettato, 164.
Minghetti Marco, ministro dei lavori pubblici sotto Pio IX, 80, 242.
Mingone, sopranome di Domenico Garavini (vedi) e di Domenico
Profili (vedi).
Mirri Giuseppe, di Forlí, precettato, 163; — Sante, d'Imola, ricordato
nella sentenza Rivarola, 158.
Miserocchi Lorenzo, segretario del comune di Ravenna, benevolo
all'A., 221, 224, 227; — Francesco, possessore degli autografi dell'A.,
V, 192.
Misley Enrico, 34.
Missioni religiose, in Ravenna, con fine politico, 12-13, 140, oggetto
di satira, 182.
Monco dei Monti, sopranome di Angelo Renzetti (vedi).
Mondini, di Imola, amico dell'A., 200.
Mongardi, id. id., 200.
Monghini Antonio, deputato di Ravenna alla Costituente Romana, 86;
fa atto di ossequio al Papa, 86; sue notizie, 243; — Gaetano, di
Ravenna, ricordato nella sentenza Rivarola, 158.
Mongo, sopranome di Girolamo Bellenghi (vedi).
Monnier, generale francese, durante l'assedio di Ancona commette un
incarico ad Antonio Garavini, 136.
Montaletti Domenico, di Ravenna, arrestato per l'attentato Rivarola, è
assolto, 191.

Montallegri Atanasio, di Faenza, esiliato e precettato, 160; — Luigi, di
Faenza, già medico militare, condannato alla detenzione perpetua,
148; — Sebastiano, di Faenza, ascritto alla Carboneria e condannato
a 15 anni di detenzione, 150; esule in Francia, 207, 208, 210, 218,
219.
Montanari Achille, va in Francia, 221; — Domenico, di Ravenna, in
casa sua si fanno coccarde, 35; giacobino, 135; — Gaetano, di
Ravenna, condannato a morte, 190, 191; — Giacomo, id., fa
testimonianza per l'A., 230; — Giovanni, sua parte nei fatti del '31,
200, 202; comanda i volontari ravennati nel '31, 38; fa parte del
Comitato della Giov. It., 63, 114; dirige i funerali di T. Rasponi, 243;
— Giuseppe, di Forlí, precettato, 163; — Giuseppe, medico in
Ravenna, 126; — Ignazio, sue poesie in onore di Rosa Morandi, 138;
— Orsola, sonetto dell'A. in sua morte, 199; — Pietro, di Forlí,
precettato, 161.
Montevecchi Domenico, sacerdote di Faenza, assassinato per spirito di
parte, 152, 154.
Montesi Sante, di Cesena, ascritto alla Carboneria, 145, condannato
alla detenzione perpetua, 149.
Monti Domenico, di Faenza, id. a 10 anni, 150; — Giosuè, id. a 20
anni di galera, 154; — di Modena, doveva aiutare l'A., 223.
Morandi Rosa, cantante, feste ravennati in suo onore, 9, 137-138.
Morandi, di Lugo, due fratelli, esuli in Francia, 208, 210; uno di essi
prigioniero a Forte Urbano con l'A., 96.
Mordani Filippo, sue poesie in onore di Rosa Morandi, 158.
Morgagni Lorenzo, di Forlí, precettato, 160.
Morigi fratelli, ramai in Ravenna, fabbricano cartucce, 35; — Antonio,
fa testimonianza per l'A., 230.
Morigi-Strocchi Pietro, di Ravenna, aggredito perché sparlò degli
Americani, 155, 156.

Morini Giovanni, addetto alla Carboneria, complice del ferimento
Manini e degli omicidi Bertazzoli e Montevecchi, condannato alla
galera perpetua, 151.
Morinino, sopranome di Giovanni Morini (vedi).
Morosi Massimino, di Saludecio, ascritto alla Carboneria e
condannato a 10 anni di detenzione, 150.
Morri Antonio, di Faenza, id. a 20 di galera, 154; esule in Francia,
208, 210; — Francesco, id., precettato, 160.
Moschini Andrea, di Ravenna, esiliato e precettato, 160; — Antonio,
di Forlí, precettato, 163; — Giuseppe, di Cesena, precettato, 161.
Motu-proprio di Gregorio XVI, 5 luglio '31, 51.
Mugolti Domenico, di Forlí, fuoruscito, ricordato nella sentenza
Rivarola, 159.
Mulazzani Antonio, commissario di polizia nel Rubicone durante il
Regno italico, 134.
Muti Ignazio, canonico, ferito invece del Rivarola, 16, 190, notizie di
lui, 122-173.
Naldi Francesco, di Faenza, precettato, 162.
Nannini Michele, id., id., 157.
Nardi Simone, di Cesena, id., 161.
Nardoni, segretario del colonnello Ruvinetti, 28.
Nasaccio, sopranome di Andrea Micheletti (vedi).
Navicchia Giuseppe, di Cesena, precettato, 157.
Negri Giuseppe, avv. di Bologna, id., 161.
Negroni A., giudice della Sacra Consulta, 245.
Neri Agostino, di Cesena, precettato, 164..
Nicolas, traduttore del libro di Angelo Frignani, 227.

Numai Giuseppe, di Forlí, ferito in Faenza per spirito di parte, 153;
esule in Francia, 226; notizie di lui, 228.
Ollini Gio. Paolo, generale, nei fatti del '31, 43; suo esilio in Francia,
210; sua morte, 221.
Oppizzoni Carlo, card., arciv. di Bologna, assume nel '31 il governo,
43.
Origo, colonnello pontificio, attentato contro di lui, 59.
Orioli Antonio, ascritto agli Americani, condannato a un anno di
detenzione, 156; — Demetrio, lettera dell'A. a lui, 226; — Gaetano,
custode dell'ufficio degli ingegneri in Ravenna, 21; — id., vetraro di
Forlí, mandato d'arresto contro di lui, 159; — Gio. Battista, di
Faenza, appartenente alla Carboneria, condannato a 20 anni di
galera, 154; — Giuseppe, id., precettato, 162; — Giuseppe, di
Ravenna, aiuta gli Uccellini, 217, 221, 227; fa testimonianza per l'A,
230; — Leonardo, ufficiale della guardia civica nel '31, 46;
precettato, 162.
Orselli Giuseppe conte, di Forlí, ascritto alla Carboneria, 145,
membro del Consiglio superiore Carbonico, 145, fuoruscito ricordato
nella sentenza Rivarola, 159.
Ortolani Angelo, di Ravenna, sua biografia scritta dall'A., 174-176;
sua condanna, 190-191; — Andrea, id., suo zio, 175; — Marco, di
Ravenna, precettato, 162; — Raffaele, id., fratello di Angelo, 176,
amico dell'A. 200, 209, 221; — Paolo, id., padre di Angelo, 174.
Oste delle Chiavi, sopranome di Mariano Savini (vedi).
Paci Giacomo, di Forlí, precettato, 163; — Giovanni, id., id., 163.
Paganelli Sante, capitano pontificio, sua condotta nel '32 e narrazione
relativa, 203-204.
Paggi Girolamo, di Cesena, precettato, 161.
Paliano, castello della prov. romana, carcere politico, 106, 246.
Palmieri Giuseppe, di Forlí, tenente di linea, precettato, 163,
destituito, 164.

Palombi, di Ancona, esule in Francia, 208.
Panzarota Antonio, di Forlí, precettato, 161.
Paolini Giuseppe, di Cesena, addetto alla Carboneria, fuggiasco dal
forte di Pesaro, condannato a 20 anni di galera, 155; — P., giudice
della Sacra Consulta, 243.
Parentelli Domenico, id., a 7 anni di galera, 156.
Partisetti Nicola, di Meldola, precettato, 161.
Pascoli, di Ravenna, amico dell'A. 179.
Pascucci Domenico, di Forlí, precettato, 160; — Raffaele, di Pesaro,
condannato a 25 anni d'opera pubblica come Carbonaro, 192.
Pasi Michele, di Faenza, precettato, 162.
Pasini Angelo, di Forlí, id., 160.
Pasolini Giuseppe, sue notizie, 223; — suo padre Pietro Desiderio, fa
parte del governo nel '31, 36; rappresenta Ravenna al Congresso di
Bologna, 54; sua morte, 225.
Pasolini Luigi, di Forlimpopoli, condannato per appartenenza a
società segrete, 193.
Pasolini Zanelli Giuseppe, di Faenza, precettato, 162.
Pasotti Antonio, di Castel Bolognese, precettato, 161; — Francesco,
di Imola, ascritto alla Carboneria, condannato a 15 anni di
detenzione, 150.
Pasquali Pier Paolo, di Forlí, ascritto alla Carboneria e condannato a
Pasti Gio. Battista, di Ferrara, precettato, 164.
Patanina, sopranome di un guardiano arrestato, 18.
Pautet Jules, pubblicista francese, aiuta l'A., 226.
Patuzzi Giuseppe, di Bologna, precettato, 164.
Pazzi Enrico, scolpisce il busto di Andrea Garavini, 137.

Pediani Giacomo, di Castel Bolognese, promotore dell'assassinio di
Francesco Gamberini, condannato alla galera perpetua, 152; —
Vincenzo, id., precettato, 160.
Penin Teodoro, editore della Morale del Cristianesimo, 222.
Pellico Silvio, suo libro paragonato a quello del Frignani, 225, 228.
Pennacchini Vincenzo, di Pesaro, condannato alla galera perpetua
come Carbonaro, 192.
Pepoli Carlo, loda il Frignani, 234.
Perfetti Michele, custode delle carceri di Forlí, ascritto alla
Carboneria, destituito, 158.
Perier Casimiro, ministro in Francia, contrario alla causa italiana, 42.
Perlini Ermenegildo, Carbonaro, condannato a 20 anni di detenzione,
149; — Paolo, suo figlio, id. a 10 anni, 150.
Pescantini Federico, esule in Francia, 219, 220.
Petresi Giovanni, di Forlí, ufficiale di linea, mandato di cattura contro
di lui, 159, destituito, 164 (dove è detto Girolamo, per un errore
della stampa originale).
Petrignani Francesco, di Forlí, precettato, 160.
Petrucci Luigi, di Forlí, appartenente alla Carboneria, condannato a
Pettini Alessandro, di Forlí, precettato, 161; — Enrico, id., id., 161.
Pezzi Marco, di Castel Bolognese, autore dell'attentato contro
Giuseppe Gentilini, custode delle carceri, 147, condannato alla galera
perpetua, 153.
Piana Francesco, precettato, 164.
Piancastelli Antonio, di Brisighella, ricordato nella sentenza Rivarola,
159.
Piani Andrea, di Faenza, esule a Valenciennes, aiuta l'A., 73, 238-239.

Pianori Bartolomeo, id., id., 159.
Piavi Giuseppe, di Ravenna, ricordato nella sentenza Rivarola, 158;
— Stefano, capo di una sezione della Carboneria, traditore della
setta, 17-18, 174, 237.
Piazza Francesco, di Faenza, precettato, 160.
Piazzoli Carlo, di Forlí, precettato, 163; — Domenico, id., id., 161.
Piccolino, sopranome di Domenico Cicognani (vedi).
Pierini Mariano, di Cesena, fatto uccidere dalla Carboneria come spia,
193.
Pignattaro, sopranome di Francesco Fabri (vedi).
Pio VII, papa, sua morte, 11; fa cardinali Antonio Rusconi e Agostino
Rivarola, 139.
Pio IX, essendo vescovo di Spoleto riceve le armi della legione
Sercognani, 44; sua amnistia, 78; feste e tripudi in suo onore, 80;
sua enciclica del 29 aprile, 81; viene meno l'amore del popolo per
lui, 82; sua inettitudine, 83; ricordato, 203.
Pio Battista, giacobino ravennate, 135; — Gaetano, di Cesena,
precettato, 164; — Giuseppe, id., id., 164; — Pio di Cesena, esule in
Francia, 220; — Vincenzo, di Cesena, precettato, 161, amico dell'A.,
178.
Piolanti Domenico, sospettato complice nell'attentato Rivarola, 195;
— Giuseppe, di Forlí, ufficiale pontificio, ascritto alla Carboneria, 70;
precettato, 163; destituito, 164; esule a Auvray, 70; ottiene una
gratificazione dal re, 71; — Stefano, di Forlí, ferito per odio di parte,
155.
Pirazzoli Gio. Battista, d'Imola, precettato, 160; — Vincenzo, di
Ravenna, ricordato nella sentenza Rivarola, 158.
Pironi, medico, esule in Francia, 208.
Pirra, esule piemontese id., 226.
Pistocchi Andrea, di Meldola, precettato, 164.

Piva, sopranome di Giuseppe Bonini di Forlí (vedi).
Placci Sebastiano, di Faenza, precettato, 157.
Placucci Pietro, di Forlí precettato, 163.
Poggetto, sopranome di Vincenzo Stefani (vedi)
Poggi Paolo, di Faenza, ric. nella sentenza Rivarola, 157.
Poletti Luigi, di Modena, custode carcerario in Forlí, condannato a 5
anni di detenzione per favoreggiamento di settari, 151.
Polidori Giovanni, condannato dalla Sacra Consulta e graziato, 246.
Pomatelli Francesco, di Ferrara, esule in Francia, 226.
Pozza (della), sopranome di Giovanni Bandini (vedi).
Praneraque Genovieffa, accoglie l'A. a Moulins, 207; l'A. doveva
sposare sua figlia, 211.
Prati Marcello, di Forlí, precettato, 157.
Precetti politico-morali del Rivarola; loro tenore, 165-167.
Precursore (Il), giornale mazziniano, 62.
Presenziani Sebastiano, di Forlí, precettato, 163.
Previtali Giuseppe, sospettato complice nell'attentato Rivarola, 195.
Processi politici in Ravenna: testimonianze e documenti, 140-172.
Profili Domenico, di Faenza, ascritto alla Carboneria e condannato a
Quatrini Tommaso, di Ravenna, condannato per l'assassinio Lausdei,
194.
Querzola Angelo, di Faenza, mandato d'arresto contro di lui, 159.
Ragonesi Giuseppe, di Cesena, precettato, 161.
Raimondi, esule in Francia, arrestato pei fatti di Rodez, 210.
Raisi Pompeo, suo Giornale di Ravenna, XI, 135.

Rambelli Gaetano, arrestato, 18, 105; sua condanna, 190-191; suo
supplizio, 26, 103, 106, 174, 188; — sua moglie Antonia Mazzotti
nella festa repubblicana del '49, 87, 244; accennata, 107, 220; —
Epaminonda suo figlio, accennato, 87, 220, 244, arrestato, 103, sue
vicende, 104, 106, 246.
Rampi Ferdinando, di Faenza, precettato, 162.
Randi Luigi, di Porli, precettato, 163.
Ranuzzi Zaccaria Giuseppe, di Ravenna, ricordato nella sentenza
Rivarola, 158.
Rasi Aristide, amico dell'A. 221, in Parigi, 229, 237; — Chiara, moglie
di Luigi Uccellini e madre dell'A., 133; — Girolamo, avv., rappresenta
Ravenna al Congresso di Bologna, 54.
Raspi Francesco, di Ferrara, mandato d'arresto contro di lui, 160.
Rasponi Federico, delegato pontificio in Ravenna, 46; — Francesco, fa
parte del governo nel '51, 36; succede a Gabriele nel comando della
guardia civica, 52; lo lascia, 37; — Gabriele, il Rivarola in casa sua la
sera dell'attentato, 15-16; comandante della guardia civica, 46;
sostituito da Francesco, 52; — Giulio, fa parte del governo nel '31,
36; — Tullo, muore a Comacchio per un accidente di caccia, 84;
onori funebri a lui resi, 243.
Raulli, reo di delitti comuni e impunitario, 23.
Ravaioli Antonio, di Forlí, precettato, 163; — Giacomo, di Faenza,
ascritto alla Carboneria e condannato a 15 anni di detenzione, 150;
esule a Dijon, 219, 220, 223; — Luigi, ferito, 154; — Pietro, di Forlí,
precettato, 163.
Ravenna, moti e congiure politiche in essa, 6, 9, 36; moto reazionario
del Tarroni, 52-53; eccessi commessi dai soldati pontifici, 56; fatti del
1849, 85-87, 97-98; feste repubblicane, 87-88, 244; società politiche
in essa, 114, 127; società religiosa della Pia Unione della Mercede,
128; Liceo fondatovi dal viceré Eugenio, 135.

Reggiani Giovanni, di Forlí, precettato, 161 e 163; — Giuseppe, id.,
id., 163; — Pellegrino, id., id., 161; — Sante, id., id., 163.
Reggianini Giuseppe, di Modena, esule in Francia, 210.
Regnoli Baldassare, di Forlí, precettato, 160; — Giorgio, id., id., 161;
— Nicola, id., id., 160; — Valeriano, id., id, 160.
Regoli Filippo, di Faenza, precettato, 160.
Renzetti Angelo, maresciallo dei gendarmi, preposto al carcere di San
Michele, 104, come trattava Epaminonda Rambelli, 105, 107; notizie
di lui, 245.
Ricci Corrado, collaboratore dell'A., X; — Melchiorre, di Forlimpopoli,
precettato, 162.
Ricciotti Nicola, comanda la legione di liberali in Ancona nel '32, 58.
Rieti, sua resistenza nel '31 ai liberali, 39-40.
Rifugiati in Francia: trattamento fatto loro dal Governo, 207, 210,
215, 218, 225; dissidi tra essi, 208, 209, 210.
Riminino, sopranome di Pasquale Romagnoli (vedi).
Rinieri Antonio, di Ferrara, precettato, 164.
Rivarola Agostino, card., legato in Romagna, 11; suo governo, 12,
139-140, 175; suoi processi, 14, sentenza del 31 agosto 1825, 14,
194; testo di essa, 141-172; attentato contro di lui, 15, 30, 67, 175,
190, 195; satira sull'attentato attribuita all'A., 188; suo ritorno a
Roma, 17; notizie di lui, 139.
Rivoli Nicola, di Forlí, precettato, 163.
Rivoluzione del 1831 in Modena, 34, in Bologna, 35, in Forlí, 35, in
Ravenna, 35-36.
Roatti, compilatore del Diario, IX, 221; cooperatore dell'A., 222;
censura il suo Dizionario, 242.
Roberti, esule in Francia, suoi rapporti con l'A., 223.
Roli Paolo, di Forlí, fuoruscito, ricordato nella sentenza Rivarola, 159.

Roma, fatti del 1848-49, 80-83; carceri politiche in essa, Carceri
Nuove, 100, di Termini, 100-102, 108-110, di San Michele, 105, di
Monte Citorio, 108, 109.
Romagnoli Girolamo, di Forlí, precettato, 165; — Pasquale, id, id.,
161; — Pietro, id., id., 160.
Romagnolo (il), diario compilato dall'A., IX, 224.
Romanini, amico dell'A., 209.
Roncaldier Pietro, di Ravenna, mandato d'arresto contro di lui, 159;
fa testimonianza per l'A., 230.
Ronci Michele, di Mordano, condannato a 10 anni di galera, 194.
Roncuzzi, amico dell'A., 200.
Rondini Bartolomeo, di Forlí, capo di movimenti in Forlí e aggregato
alla Carboneria, condannato alla galera perpetua, 153.
Rondinini Annibale, di Brisighella, precettato, 161; — Francesco, di
Faenza, id., 160; — Giuseppe, di Faenza, mandato d'arresto contro di
lui, 159; emigrato, 168.
Rondoni Angelo, di Forlí, precettato, 163.
Rosa Michele, id., id., 163.
Roscio (il), sopranome di Vincenzo Francia (vedi).
Rossi Agostino, di Forlí, precettato, 163; — Casimiro, segretario del
Nunzio a Parigi, 223; — Ferdinando, patriota, ucciso in Forlí, 35, 200;
— Francesco, di Forlí, precettato, 161; — Giacomo, id., id., 163; —
Giuseppe, id., id., 163; — Lorenzo, id., fuoruscito, ricordato nella
sentenza Rivarola, 159; — Pellegrino, sue illusioni e suo assassinio,
83, 203; — Santo, scrittore politico, cit., 199; — Stefano, presidente
della Sacra Consulta, 245; — Vincenzo, di Forlí, capo della turba in
Forlí, sospetto di complicità in omicidi, condannato alla galera
perpetua, 152.
Rosso della Topa (il), sopranome di Giuseppe Toschi (vedi).

Rota Girolamo, fa parte del governo nel '31, 36; — Luigi, di Forlí,
quartiermastro dei carabinieri, precettato, 163, destituito, 164.
Royer vedova Berger, di Dijon, madre della fidanzata dell'A., 224,
229.
Roverella Giovanni, di Cesena, precettato, 164.
Ruffini Giovanni, giudice nella Commissione Invernizzi, 173;
sostituito da F. F. Carli, 192.
Rusconi Antonio, card. legato in Ravenna, 10, 138; va al Conclave,
11; sue notizie, 139; — Giovanni, ministro dei lavori pubblici, 242; —
Giuseppe, di Faenza, ascritto alla Carboneria, complice degli
assassini Bertazzoli e Montevecchi, 154.
Ruspoli, colonnello pontificio, cede Ancona ai Francesi, 58.
Ruvinetti Giacinto, colonnello dei gendarmi, fa parte della
Commissione Invernizzi, 17, 22, 28, 31, 173.
Sacra Consulta, sua sentenza contro l'A., 245.
Saint-Aulaire, ambasciatore francese in Roma, 59.
Saint-Edme, protettrice di Aristide Rasi, 237.
Saint-Hildelfonse, doveva tradurre il libro del Frignani, 227.
Samaritani, ravennate, esule a Moulins, 67.
San Leo, preso dai liberali nel '31, 39.
Sancasciani Clemente, medico in Ravenna, 126.
Sandi Antonio, di Forlí, precettato, 161.
Sangiorgi Giacomo, di Faenza, ascritto alla Carboneria e condannato
a 10 anni di detenzione, 150; — Vincenzo, id., precettato, 157; —
Pio, id., ricordato nella sentenza Rivarola, 158; — Luigi, di
Castelbolognese, id., 158; — Domenico, di Forlí, precettato, 160; —
Francesco, di Forlí, id., 160.
Sanmart, belga, aiuta l'A., 228.

Sansavini Sebastiano, di Forlí, precettato, 163.
Santetto della Posta, sopranome di Sante Bertazzoli (vedi).
Santi Pasquale, di Cesena, autore presunto di un assassinio politico,
fuggiasco, condannato a 10 anni di galera, 193.
Santucci Apollinare, suoi atti nel '31, 200; ufficiale della guardia
civica, 36; sua condotta nel fatto di Rimini, 43; sua morte (?), 221;
— Battista, aiutante nella guardia civica, 46; — Gaetano Achille
notaio, roga la testimonianza a favore dell'A., 230; — Pietro,
impiegato nel Municipio di Ravenna, 29.
Saporetti Gaspare, arrestato nel '49; accenno alla causa, 98; è
trasferito a Bologna, 92, 94, poi a Ravenna e Roma, 98-99, sentenza
contro di lui, 245.
Saragoni Gaetano, di Bologna, precettato, 164; — Vincenzo, di Forlí,
ascritto alla Carboneria, condannato a 10 anni di galera, 156.
Sarti Placido, di Bologna, precettato, 162.
Savelli Battista, di Forlí, ascritto alla Carboneria, condannato a 10
anni di galera, 156.
Savini Mariano, di Faenza, ascritto alla Carboneria e condannato a 20
anni di detenzione, 149.
Savini Casadio Bartolomeo, ferito da un settario perché ritenuto spia,
193.
Sbrighi Vincenzo, di Cesena, precettato, 164.
Scala Duilio, di Ravenna, in Francia, 208, 209.
Scannelli Giovanni, di Forlí, precettato, 161.
Scardi Vincenzo, id., id., 163.
Sebastiani, generale francese, 207, 219.
Segorini Gio Battista, ascritto agli Americani, condannato a tre anni di
detenzione, 156; — Luigi, suo figlio, id. a un anno, 156.

Sercognani Giuseppe, generale, 38-40; voci a suo carico, 44; sua
commendatizia per l'A., 207.
Serfi Cristoforo, di Forlí, precettato, 161.
Serpieri Luigi, sospettato complice nell'attentato Rivarola, 195.
Serti Domenico, ascritto alla Carboneria, condannato a 10 anni di
galera, 156.
Severi Antonio, di Forlí, appartenente alla Carboneria, partecipe a
tumulti, condannato a 20 anni di galera, 154; — Biagio, di Forlí,
precettato, 161; — Giuseppe, giacobino ravennate, 135, ricordato
nella Sentenza Rivarola, 158; — Luigi, di Forlí, precettato, 163; —
Marco, di Ravenna, id., 158.
Seymour, ambasciatore inglese a Roma, 51, 54.
Sgrappagnello, sopranome di Giacomo Pediani (vedi).
Sgubbi Giovanni, d'Imola, ricordato nella sentenza Rivarola, 180.
Siberia (della) società segreta, 143.
Sibilia A., giudice della Sacra Consulta, 245.
Signorini di Ravenna, amico dell'A., 179, 215.
Signorini Giuseppe, di Forlí, precettato, 161.
Silvegni Antonio, id., id., 165.
Silvestrini Giuseppe, di Castelbolognese, esiliato, destituito e
precettato, 157; — Pellegrino, di Meldola, precettato, 161.
Simoni, esule in Francia, 219.
Simonetti Giuseppe, di Cesena, precettato, 157.
Sindaci Lorenzo, cancelliere della Commissione Invernizzi, 175.
Sittignani, amico dell'A., 221.
Società segrete: vedi Carboneria, Massoneria, Adelfi, Americani,
Bersaglieri, Difensori della Patria, Dovere, Ermolaisti, Figli di Marte,

Fratelli Arditi, Guelfi, Illuminati, Latinisti, Maestri Perfetti, Siberia,
Turba, Buoni Amici.
Soragni Eleonoro, di Ravenna, imputato d'aver partecipato a satire
politiche, 183-185.
Spada (o Spadini), reazionario, sua fine, 27, 191-192.
Spada Antonio, liberale, arrestato, 30; esule, 30; l'A. lo trova a
Moulins, 66, 207, 208; suo contegno nei processi dell'Invernizzi, 30,
66; espulso dalla Francia, 68, 210, 211; va nella Svizzera, 72; poi nel
Belgio, 72, 218, 220, 226, 227, 228, 239, 240, 242; aiuta l'A., 72, 73;
sua influenza a Namur, 74; sua morte e onoranze fattegli, 78; —
Attilio, fratello di Antonio e suo erede, 78; — Gabriele, di Faenza,
aggregato alla Carboneria e condannato a 7 anni di detenzione, 151;
— Sante di Cotignola, complice nell'assassinio di Antonio Bellini, 195-
194.
Spallazzi Filippo, proposto dell'ufficio del Registro in Ravenna, 135.
Spinaci Giovanni, di Pesaro, condannato a 25 anni d'opera pubblica
come Carbonaro, 192.
Spinucci, custode delle carceri in Imola, 52.
Spoglianti Angelo, ricordato nella sentenza Rivarola, 158.
Spontanea: ritrattazione imposta ai Carbonari e altri sospetti in linea
politica, 24, 27, 192.
Spreti Camillo, di Ravenna, lettere storiche a lui scritte da I. Muti,
173.
Stefani Vincenzo, ascritto alla Carboneria e fuggiasco dal forte di
Pesaro, condannato a 7 anni di galera, 156.
Stelluti, maggiore nelle milizie nazionali nel '31, 59.
Sterbini Pietro, in Roma nel '48, 81.
Sturbinetti Francesco, ministro dei lavori pubblici, 242.
Strocchi Angelo, di Faenza, precettato, 162; — Francesco, id., id,
160; — Giuseppe, id., id., 160.

Succi Arduino, d'Imola, ricordato nella sentenza Rivarola, 159; —
Vincenzo, di Faenza, ascritto alla Carboneria 146; condannato a
morte, 148.
Sughi Nicola, di Forlí, precettato, 160.
Suhtermann, Comandante pontificio in Ancona, 39.
Supplizio di 5 ravennati il 13 maggio 1828, 24-27.
Tabanelli Andrea, di Faenza, precettato, 162; — Battista e Teodoro,
fratelli, id., ascritti alla Carboneria, condannati a 15 anni di
detenzione, 150.
Taffi Giuseppe, fa testimonianza per l'A., 230.
Tamberlicchi Fabrizio, di Forlí, precettato, 165.
Tampellini, di Modena, medico, esule in Francia, 208.
Tampuri Giuseppe, di Faenza, precettato, 161; — Giuseppe, id., id.,
163; — Tommaso, id., id., 163.
Tanti, sopranome di Gaetano Zampigli (vedi).
Tappacelli Arcangelo, di Forlí, precettato, 161.
Taraborelli Luigi, di Forlí, ascritto alla Carboneria, promotore di
tumulti e condannato a 20 anni di galera, 154.
Tarroni Gaetano, capo di un moto reazionario in Ravenna, 52, 53,
203.
Tassinari Ignazio, di Castel Bolognese, ricordato nella sentenza
Rivarola, 158.
Tavani, esule in Francia, suoi rapporti con l'A., 223, 233.
Taveggi Agostino, di Ferrara, precettato, 164.
Tesini Giuseppe, capitano dei carabinieri-pontifici, 173.
Testoni Gaetano, fa testimonianza per l'A., 230.
Tissot, professore a Dijon, aiuta l'A., 224, 226.
Titira, sopranome di Giuseppe Baldrati (vedi).

Tommaseo Nicolò, loda il Frignani, 234; ricordato, 237.
Tonducci Pietro, di Faenza, addetto alla Carboneria, e complice del
ferimento Manini e dell'omicidio Bertazzoli, condannato alla galera
perpetua, 151.
Torricelli Filippo, di Meldola, assassinato per mandato, 149; —
Francesco, di Meldola, Carbonaro, condannato alla detenzione
perpetua, 148; sospettato di mandato nell'omicidio di Filippo
Torricelli, 149; ricordato dal Frignani, 225.
Toschi Giuseppe, di Faenza, addetto alla Carboneria, complice del
ferimento Manini e dell'omicidio Bertazzoli, condannato alla galera
perpetua, 151.
Tosi Giovanni, di Faenza, precettato, 160.
Tozzola, di Imola, amico dell'A., 222; sua morte, 223
Traversari Carlo, di Faenza, precettato, 162; — Pietro, usciere in
Ravenna, 245.
Trentini Luigi, di Cesena, id., 164, espulso dal corpo dei carabinieri,
164.
Tribune (la): giornale francese, difende il Mazzini per i fatti di Rodez,
210.
Turba, denominazione della 3ª sezione della Carboneria, 7, 143.
Turchi Camillo, di Forlí, precettato, 163; — Giuseppe, id., id., 163; —
Salvatore, id., id., 163.
Tutrino, sopranome di Simone Nardi (vedi).
Uccellini Primo, autore delle Memorie, III, V, seguace del Mazzini, 62,
114; sua nascita, 5, 133; studi, 6, 135; entra nella Carboneria, 7-8;
impiegato nell'ufficio del Registro, 135; arrestato, processato, 19-21,
177-188; visitato dal padre, 22, e da mons. Invernizzi, 22-23, dal
Nardoni, 28-29; condannato, 31, 195, 196, e trasferito a Imola, 32;
lettere scritte di là, 196, 199; liberato, 34; torna a Ravenna, 200; sua
parte ai fatti del 1831, 35; entra nel Comitato della Giov. Italia, 63,
arrestato, 63, 204, trasferito a Bologna, 64, va in Toscana, 65, 205;

esule in Francia, 65-72; a Marsiglia, 66, 206; a Moulins, 66-68, 207-
211; a Vannes, 211-217; a Auvray, 68-72, 217-219; a Dijon, 72, 219-
229; sua contesa con Angelo Frignani, 223, 229-237; va a Parigi,
229; va nel Belgio, 72-74, 237-240; sua dimora a Mons, 75-79, 240-
242; ritorna in Italia e va a Roma, 79; sua dimora a Roma, 79-83; a
Bologna, 83-84; torna a Ravenna, 84; ottiene un impiego
municipale, 84, 243; sua parte nei fatti del '49, 84-88; è perquisito il
suo alloggio, 89; arrestato e tradotto a Bologna, 89-95; a Forte
Urbano, 95-96; a Ravenna, 96-97; condannato, 97, 245; trasferito a
Roma, 98-110; rimandato a Ravenna e liberato, 110; fa parte del
Comitato repubblicano, 110-111; resta in disparte nel movimento del
1859, 111-112; piccola persecuzione, 112-113; è nominato
vicebibliotecario, XIV, 113; suo arresto e prigionia nel forte di
Bormida nel '68, 117, 128; sua liberazione, 129; sua morte, XIII;
scritti pubblicati dall'Uccellini, VI, VIII, IX, XIII; sue intraprese
editorie andate a male, VI, 221-224, 226.
Uccellini Festa, sorella dell'A., ricordata, 229; — Ines, nipote dell'A.,
243; — Luigi, padre dell'A., 5; sue notizie biografiche, 133-135; sua
malattia, 218, e morte, 220; compilatore del Diario sacro, IX; —
Reparata, sorella dell'A., sposa Giulio Fanti, 135, 222; lettere dell'A. a
lei, 221, 222, 224, 226, 237; — Terzo fratello dell'A., ricordato, 209,
223, 224, impiegato nell'ufficio d'Annona, 84; — Vigilia, sorella
dell'A., ricordata, 224, 229, lettere dell'A. a lei, 225, 226, 241.
Ugolini Paolo, di Cesena, precettato, 164.
Urbini Lorenzo, tacciato di pazzo dal Frignani, 230; — Scipione, fa
testimonianza per l'A., 230; lettera del Frignani a lui, 235.
Utili Battista, di Brisighella, ric. nella sentenza Rivarola, 158.
Valbonesi Cesare, di Meldola, precettato, 161.
Valdrà Luigi, di Castel Bolognese, ricordato nella sentenza Rivarola,
158.
Valentini Decio, di Forlí, precettato, 163; — Giuseppe, fa
testimonianza all'A., 230.

Valli Giovanni, viceconsole di Francia in Ravenna, 207, 216, 218,
222, 231
Vallicelli Rufillo, id., id., 164.
Vangelli Antonio, di Meldola, id., 164.
Varoli Pellegrino, di Forlí, precettato, 161.
Venturelli Luigi, d'Imola, sue invenzioni di rivoluzione e sua
condanna, 194.
Venturi, amico dell'A., 200, 209; — Agostino, di Russi, detto
Longanesi, appartenente alla Carboneria, condannato alla galera per
20 anni, 154; — Bartolomeo, di Faenza, ascritto alla Carboneria e
condannato a 10 anni di reclusione, 151; — Mauro, di Cesena,
precettato, 164; — Sante, id., id., 161.
Versari Camillo, di Forlí, id., 164.
Vesi Antonio, suo libro sul '31 servito all'A., 200.
Vespignani Stefano, di Forlí, precettato, 163.
Vicini Giovanni, avv., presidente del governo nel '31, 41.
Vignuzzi Sebastiano, di Ravenna, fabbricante di stili per gli Americani,
condannato a 15 anni di galera, 155.
Villa Carlo, di Faenza, notaio, ascritto alla Carboneria, 145, ricordato
nella sentenza Rivarola, 159; — Giovanni, di Forlí, precettato, 163.
Vincenti Vincenzo, di Bologna, ricordato nella sentenza Rivarola, 159.
Vinelli Alessandro, di Forlí, precettato, 160.
Virgili Domenico, di Forlí, fuoruscito, ricordato nella sentenza
Rivarola, 159.
Visibelli Benedetto, di Bologna, mandato d'arresto contro di lui, 159.
Vitali Battista, di Forlí, precettato, 163.
Viviani, ucciso in chiesa dai soldati pontifici, 55.
Vobis, sopranome di Gaetano Gugnani (vedi).

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