Texts, Bodies, Multimodality: Dance Literacy in Context

2015 ◽  
Vol 2015 ◽  
pp. 89-94 ◽  
Author(s):  
Rachael Riggs Leyva
Keyword(s):  
New Literacies ◽  
Literacy Studies ◽  
Artistic Practice ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Reading And Writing ◽  
Making Sense ◽  
Movement Notation ◽  
Dance Companies

Crossing between texts, bodies, and the senses, dance literacies bring fresh perspectives on how new literacies can function, especially non-alphabetic or non-text-based literacies. Reading and writing in an expanded understanding of literacy are interpretive means of interacting with texts, of embedding and discerning meaning, of making sense of movement or choreographic information, of composing and performing, and of creating documentation and archive. Makers and viewers of dances act as readers, and writers, and authors. These roles are permeable in dance literacy, shifting with the context of the dance phenomenon or artistic practice. This paper engages with the dance practices of two dance companies to explore issues of shared-authorship, documentation, multimodality, body-text relationships, and reader-writer permeability: the Bebe Miller Company during their creation of A History and RikudNetto, who composes through Eshkol-Wachman Movement Notation. What literacy events and practices are present in the studio? What range of written literacies are used and how? Where and how were these literacies learned? In what ways might they cross the so-called literacy-orality divide? Drawing from questions and frameworks of the New Literacy Studies, this paper invites a critical look at dance literacy in context.

scholarly journals Toimintaa lukemisen ja kirjoittamisen rajapinnalla

2018 ◽  
pp. 134-158
Author(s):  
Riitta Juvonen ◽  
Sara Routarinne
Keyword(s):  
Elementary School ◽  
Conversation Analysis ◽  
Response Evaluation ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Socially Constructed ◽  
Collaborative Construction ◽  
Recorded Data

This article takes a new literacy studies’ view on literacy as a socially constructed practice. In the context of environmental studies in elementary school, it looks at the development of literacy through literacy events, such as the reading of factual texts and completion of pedagogic tasks related to them (taking notes, filling in worksheets, underlining, etc.). First, a multimodal conversation analysis was applied to video-recorded data from two different fourth-grade lessons. From this, we identified a reading comprehension task that combined reading with a collaborative construction of questions about a text. This involved the students fitting their writing and editing activities to teacher-led initiation-response-evaluation (IRE) sequences, with both the teacher and students monitoring the temporal unfolding of activities. By video-shadowing selected students, we are able to show what the students take from the instruction and within which limits they make choices in their own actions. These are displayed through the use of tools and manipulation of textual objects.

The reuse of semiotic resources in third-year children’s writing of sub-genres

2017 ◽  
Vol 18 (4) ◽  
pp. 518-544
Author(s):  
Eva Hultin ◽  
Maria Westman
Keyword(s):  
Leisure Time ◽  
Literacy Practices ◽  
Methodological Approach ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Children's Writing ◽  
Semiotic Resources ◽  
Out Of School

The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children’s use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous studies and thus the study contributes new insights concerning how children’s writing can be understood as a hybridization process in which semiotic resources from different literacy practices in school and out of school interplay. The theoretical framework of the study is based on New Literacy Studies, social semiotics and genre theories. The methodological approach is semiotic ethnography. The material is based on videotaped classroom observations of a particular writing process consisting of both collective and individual writing, as well as on the texts produced. A genre analysis is conducted in three steps, in order to explore the reuse of semiotic resources from literacy events in and out of school in five children’s texts. The results of this analysis show children’s creative ways of reusing semiotic resources, not only from literacy events and practices outside of school but also from previous literacy events in school. These creative ways of children engaging in hybridization processes while writing a narrative in sub-genres within an official literacy event in school can be understood as the children seizing agency in order to influence their own practice.

scholarly journals Examining Museum Visits as Literacy Events: The role of mediators

2013 ◽  
Vol 21 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Keiko Yasukawa ◽  
Jacquie Widin ◽  
Vic Smith ◽  
Karen Rivera ◽  
Michael Van Tiel ◽  
...  
Keyword(s):  
Social Practice ◽  
Museum Studies ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Events ◽  
Museum Exhibitions ◽  
Museum Experience ◽  
New Museology

Museum exhibitions are literacy rich environments. Visitors may engage with a range of texts including texts that constitute the exhibition objects themselves, those that convey information about the objects and those that instruct visitors about how the visitors are expected by the museum to navigate through the exhibition. The ways in which visitors engage with these diverse texts are important defining factors of the visitors’ museum experience.For museums, understanding how texts in their exhibitions are influencing the museum experience, and the possibility of a museum experience for the broad public community is important in the fulfilment of their public mission as cultural and education institutions. In this paper, we adopt a view of literacy as a social practice, the perspective of New Literacy Studies (NLS), that offers a fruitful way for museums to consider the interactions between exhibition texts and their audiences. Such considerations, we argue, can inform museums’ approaches to broadening their visitor demographics to more strongly fulfill their public mission. We show that the goals of NLS resonate with some of the goals of the New Museology movement in museum studies, a movement that aims to democratize what museums represent and how. From NLS, we employ the concept of a literacy event to describe an exhibition visit through a literacy lens, and the concept of a literacy mediator to examine the literacy event not exclusively as an individual event, but a collectively produced event. The paper draws on data on how the literacy events of two groups of ‘non-traditional’ visitor groups were mediated in an exhibition, and show how they reveal the range of different literacies that visitors need to negotiate in a museum exhibition.

Paradigmatic fronteras: Troubling available design and translanguaging with sticky literacy

2021 ◽  
pp. 146879842110219
Author(s):  
Stephanie Abraham
Keyword(s):  
Restorative Justice ◽  
New Literacies ◽  
Bilingual Children ◽  
Language And Literacy ◽  
Literacy Studies ◽  
Community Based ◽  
New Literacy ◽  
New Literacy Studies ◽  
Emergent Bilingual ◽  
Theory Of Language

In this article, I explore the paradigmatic boundaries between New Literacy Studies, translanguaging, and posthuman thought around language and literacy. This enquiry began with a recent encounter with emergent bilingual children in a community-based writing programme which caused me to ‘rethink’ some of my humanistic groundings and assumptions about literacy(ies) and turn to posthuman thinking to address its affective workings. Notably, I wanted to pay more attention to bodies, laughter, and material when thinking about the emergence of a language and literacy moments in my data collection. This emergence of literacy occurred during a research project that I had designed, which focused on implementing translanguaging pedagogies as an act of resistance and restorative justice in a community-based writing centre that served the Latinx community in urban Philadelphia. I had framed that study, theoretically and methodologically, with and around sociocultural theories of literacy and language, informed by the scholarship stemming from New Literacies Studies and Translanguaging as a Theory of Language. Through a set of Saturday workshops, I had set out to understand how a translanguaging pedagogy could foster a critical, restorative, and resistant language and literacy pedagogy and practice for these emergent bilingual children. However, during one of these workshops, some literacy emerged that did not fit within my theoretical framework. It was data that I didn’t know what to do with, and it all began with a ball of sticky tack.

New Literacy Studies: Some Matters of Concern

2013 ◽  
Vol 1 (1) ◽  
pp. 66-69
Author(s):  
Mariolina Salvatori ◽  
Keyword(s):  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Matters Of Concern

scholarly journals Multiple Literacies Theory: how it functions, what it produces

Perspectiva ◽  
2010 ◽  
Vol 28 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Multiple Literacies ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies ◽  
The World ◽  
The Moment

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON; HAMILTON; IVANIČ; 2002; STREET, 2003) and Multiliteracies (COPE; KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

scholarly journals Typing your way to technical identity

Pragmatics ◽  
2015 ◽  
Vol 25 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Patricia G. Lange
Keyword(s):  
Identity Performance ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Online Environments ◽  
Creative Self

Informal, online environments facilitate creative self-expression through typographic and orthographic stylistics. Yet, ideologies of writing may be invoked to discourage written forms that are purportedly difficult to read. This paper analyzes how members of an online, text-based, gaming community negotiate appropriate, written communications as expressions of technical identity. These encounters may reify communities of technologists who are associated with using or avoiding forms such as abbreviations, capital letters, and “leet speak.” Amid the technologizing of the word, the paper argues that those who do not conform to assumed norms may be indexed as less technical than those who do. By examining troubled encounters, the paper explores how metapragmatic negotiations affect creativity and technical identity performance online. The paper argues that contrary to discourses that online interactants pay little attention to written stylistics, the present participants closely attended to subtle and small forms. Further, it discusses how ideologies may be idiosyncratically applied to assist in forming asymmetrical, technical identities. Finally, it argues that technical affiliations are just as important to study as other variables such as gender, ethnicity, age, and class that have traditionally received attention in analyses of ideologies of writing and New Literacy Studies.

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