Suchergebnisse

In today's digital world, we have multiple modes of meaning-making: sounds, images, hypertexts. Yet, within literacy education, even 'new' literacies, we know relatively little about how to work with and produce modally complex texts. In Working with Multimodality, Jennifer Rowsell focuses on eight modes: words, images, sounds, movement, animation, hypertext, design and modal learning. Throughout the book each mode is illustrated by cases studies based on the author's interviews with thirty people, who have extensive experience working with a mode in their field. From a song writer to a wel

Scholars point to the ubiquity of visual images in media and popular culture as driving striking developments in visual research over the past decade. Yet, with this popularity, there is less attention paid to affective, non-representational dimensions of visual images and specifically to the ways that photos animate and inform ethnographic fieldwork. The felt, sensory qualities photographs hold play a role in not only what gets documented, but also what photos produce as shared, felt objects that circulate during fieldwork. This article redresses a gap in qualitative research literature on the affective, embodied co-experiencing of visual methods that happens during fieldwork by spotlighting a research study on family photographs. In the article, I begin by defining affect, then I profile extant non-representational, affect-driven visual methods and discuss how matter invites affect, and then I spotlight a larger research study I was involved in on visualising the modern Canadian family. In the article, I offer insights that emerged from photo-sharing interviews which produced what I call in the article, affective figured worlds. Built on Holland's concept of 'figured worlds' coupled with Ahmed's notion of 'sticky objects', the article explores the notion of affective figured worlds to attune researchers to more of the non-representational methods in play during visual research.

"Challenging the assumption that access to technology is pervasive and globally balanced, this book explores the real and potential limitations placed on young people's literacy education by their limited access to technology and digital resources. Drawing on research studies from around the globe, Stories from Inequity to Justice in Literacy Education identifies social, economic, racial, political and geographical factors which can limit populations' access to technology, and outlines the negative, sometimes hidden impacts this can have on young people's lives. Reflecting macro, meso and micro inequities, chapters highlight complex issues surrounding the productive use of technology and young peoples' creative and dynamic mobilization of multimodal practices to make meaning. The collection illustrates how digital divides might be remedied to resolve inequities in learning environments and beyond. Contesting the digital divides which are implicitly embedded in aspects of everyday life and learning, this book will be of great interest to researchers and post-graduate academics in the field of literacy education"--

Cover -- Half Title -- Series Page -- Title -- Copyright -- Contents -- List of Figures -- List of Tables -- List of Contributors -- Acknowledgements -- 1 Introduction: Moving Stories of Inequity to Stories of Justice -- SECTION 1: Macro Perspectives: Big Gaps, Divides, and Inequities -- 2 Searching for Mermaids: Access, Capital, and the Digital Divide in a Rural South African Primary School -- 3 Divided Digital Practices: A Story From Indigenous Australia -- 4 Storylines: Young People Playing Into Change in Agricultural Colleges in Rural Ethiopia to Address Sexual and Gender- Based Violence -- SECTION 2 :Meso Perspectives: Making It Work on the Margins -- 5 Reframing the Digital in Literacy: Youth, Arts, and Misperceptions -- 6 The Potential of Participatory Literacies to Challenge Digital (Civic) Divides -- 7 Young People's Media Use and Social Participation in Hong Kong: A Perspective of Digital Use Divide -- 8 From Mothballed to Meaningfully Used: Technology in Urban Catholic Schools -- SECTION 3: Micro Perspectives: Race and Social Class Digital Divides in Communities -- 9 Social Class, Literacies, and Digital Wastelands: Technological Artefacts in a Network of Relations -- 10 Values, Neoliberalism, and the Digital Divide: Nonwhite Media Makers and the Production of Meaning -- 11 Making It Work in the Global South: Stories of Digital Divides in a Brazilian Context -- Afterword -- Index.

Introduction : literacy lives in transcultural times / Rahat Zaidi and Jennifer Rowsell -- Complicating literacies : settler ways of being with story(ies) on Wabanaki lands / Pam Whitty -- International struggles over "low literacy" versus the alternative "social practices" approach / Brian Street -- Multiliteracies reconsidered : a "pedagogy of multiliteracies" in the context of inquiry-based approaches / Margaret Early and Maureen Kendrick -- Examining the relational space of the self and other in the language-drama classroom : transcultural multiliteracies, situated practice and the cosmopolitan imagination / Burcu Yaman Ntelioglou -- Monster high : converging imaginaries of girlhood in tweens' digital doll play / Karen E. Wohlwend and Carmen L. Medina -- Investing in new literacies for a cosmopolitan future / Ron Darvin and Bonny Norton -- Public engagement and digital authoring : Korean adolescents write for/as action / Amy Stornaiuolo and Jin Kyeong Jung -- Artifacts as catalysts for reimagining transcultural literacy pedagogies / Michelle A. Honeyford with Judy Amy-Penner, Tim Beyak, David Beyer, Amanda Borton, Kelly Fewer, Chasity Findlay, and Damian Purdy -- Rescripting classed lives and imagining audiences as online cosmopolitan practice / Diane Collier -- Poststructural and posthuman theories as literacy research methodologies : tensions and possibilities / Candace R. Kuby -- Proper distance and the hope of cosmopolitanism in a classroom discussion about race / Anne Crampton, Cynthia Lewis, and Jessica Dockter Tierney -- Towards transculturalism in tackling diversity for literacy teacher education / Patriann Smith, S. Joel Warrican, and Gwendolyn William.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- Foreword -- 1. Introduction: Literacy Lives in Transcultural Times -- Moving to Cosmopolitan Learning -- Nesting Literacy and Language in Transculturalism and Cosmopolitan Flows -- Looking across the Collection -- Ethnoscapes Chapters: Cultural Flows, Local-Global Tensions and Linguistic Diversity -- Closing Thoughts -- References -- Ethnoscapes -- 2. Complicating Literacies: Settler Ways of Being with Story(ies) on Wabanaki Lands -- At the University on Wolastoqey Lands -- Settling on Mi'kmaq Lands -- Settlers Schooling on Wolastoqey Lands -- Futurity of Indigenous Peoples: Reimagining Narrative on/with Wabanaki Lands -- Acknowledgment -- Notes -- References -- 3. International Struggles over 'Low Literacy' versus the Alternative 'Social Practices' Approach -- Introduction -- International Policy: Policy Statements - EFAs, MDGs/SDGs -- Literacy as Social Practice -- Conclusions -- Bibliography -- 4. Multiliteracies Reconsidered: A "Pedagogy of Multiliteracies" in the Context of Inquiry-Based Approaches -- Introduction -- Theoretical Perspectives -- Multiliteracies Reconsidered: A "Pedagogy of Multiliteracies" in the Context of Inquiry-Based Approaches -- Vignette 1: Water Quality/Inquiry/Report -- Vignette #2: Water Bodies and Home Communities -- Notes -- References -- 5. Examining the Relational Space of the Self and Other in the Language-Drama Classroom: Transcultural Multiliteracies, Situated Practice and the Cosmopolitan Imagination -- Introduction -- Defining Transcultural Multiliteracies and Situated Practice from a Cosmopolitan Perspective -- Cosmopolitan Imagination, Third Space and Embodied Language: Creating a Necessary Aesthetic Distance in a Language Class through Drama Pedagogy -- Final Thoughts -- Acknowledgment -- References

Joining two important fields, that of literacy and multimodality, with a focus on local and global literacies, this book includes chapters, work on media; popular culture and literacy; weblogs, global and local crossings; in and out of educational settings in such locations as the US, the UK, South Africa, Australia and Canada

With a rise in participatory media, there has been a hopefulness about how networked media spurs on youth leadership and civic engagement, offering opportunities and power to marginalized voices and communities that are historically under-represented. As more communities began to use these networks, and as organizations and institutions began to harness digital media and creative practices for the explicit purpose of empowerment, arguments around the technological determinism and the politics of hopeful futurity began to emerge. In this special issue, international researchers foreground their interpretations of the notion of civic literacies within digital ecologies. As young people play on the terrain of global mediascapes (Appadurai, 1996), they contribute and shift them, offering us new ways to imagine our lives, creating and transforming what is possible through the contribution of their own narratives, perspectives, and stories. This is especially true in March 2020 when so many young people took to social media to share their COVID-19 anxieties in a time of uncertainty. The special issue goes some way in confronting tensions and urgencies such as racism and political uncertainties of the contemporary moment.

This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches. The first project is an amalgamation of two critical, ethnographic case studies that explores how racially diverse young men express their literacy through rap and spoken word poetry. The second project uses ethnographic methods to observe racially diverse young men's production of films and photographs in high school, community centers, and art gallery spaces. This study uses visual methods coupled with affect and sensory-laden approaches to collect data and conduct an analysis. The article reflects on conversations surrounding young men, particularly racialized young men, their relationship with literacy, and how these conversations are founded on their failure and deficit language about their literacy repertoires. We believe that such research is closely tied with other social justice themes and modes of inquiry. This article steers away from the ways racialized young men do not use literacy, and focuses instead on the ways that they do use literacy. Their literacy practices are predominantly visual in nature, frequently accompanied by other modes such as words and moving images. Fitting within the scope of the special issue on social justice and visual methods, we argue for a greater acknowledgement and analytical gaze on sensory and affective nuances within visual research. This approach adds texture and volume to interpreting racialized young men's narratives. Interrogating their visuals and talking through their narratives that have agentive qualities gives both researchers an awareness of young men's emotional worlds, and how the visual allows for sense-laden, agentive meaning-making.

The focus on electronic media as placed resources in this Introduction to this special issue draws attention to the varied and specific ways that media resources are taken hold of in divergent social settings. We argue that communicative resources of all kinds, in their uses and functions, are shaped by context and place, and we examine what that means for people engaging with new media resources, particularly people who are not part of the global mainstream. The case is made that research needs to take account of the specificity, affordances and limits of place, conceived both in geographic terms and as social sites that are shaped by politics, history, economics and cultural practices. At the same time, research has to pay attention to ways that electronic media offer translocal resources and practices for engagement. Digital media exist in the local and offer agency to users in the papers presented here, but not without the constraints that mark their status as persons located on the globalised periphery.