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 Literacies in 21st Century Classrooms

2017 ◽  
pp. 22-42
Keyword(s):  
21St Century ◽  
Literacy Practices ◽  
Theory And Practice ◽  
Social Semiotics ◽  
Language And Literacy ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Everyday ◽  
Insight Into

Understanding 21st century communication requires an acknowledgement of the increasing role technology plays in the everyday lives of children. At home, children routinely engage in techno-literate environments where they use multiple modes for playing and learning. In order to build a bridge between theory and practice, it is helpful to draw upon the field of multiliteracies, New Literacy Studies, and social semiotics. Applying these theories to the language and literacy practices of elementary students provides insight into text making and the design process or fit between modes and affordances. This chapter helps the reader gain the necessary background for grasping the complexities involved in producing coherent and cohesive texts.

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 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.

What is visual-numeric literacy, and how does it work?

2020 ◽  
Author(s):  
Elise Seip Tønnessen
Keyword(s):  
Social Science ◽  
Upper Secondary School ◽  
Literacy Studies ◽  
Science Classrooms ◽  
New Literacy ◽  
New Literacy Studies ◽  
Use Of Data ◽  
Upper Secondary ◽  
System Variables ◽  
Data Visualizations

This article explores the concept of literacy related to the use of data visualizations. Literacy is here understood as the ability to make sense from semiotic resources in an educational context. Theoretically the discussion is based in social semiotic theory on multimodality in the tradition of New Literacy Studies. Empirical examples are taken from observations in two Social Science classrooms in upper secondary school in Norway, where the students work with publicly available data visualizations to answer tasks designed by their teacher. The discussion sums up factors that affect reading and learning from such complex resources: taking time to explore axis system, variables, and digitally available options; questioning data; and contextualizing results.

scholarly journals Tracing interacting literacy practices in master's dissertation writing

2017 ◽  
Author(s):  
Kathrin Kaufhold
Keyword(s):  
Social Practice ◽  
Literacy Practices ◽  
Academic Literacies ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Business Partners ◽  
Dissertation Writing ◽  
Interdisciplinary Approaches

Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.

Sign in / Sign up

Export Citation Format

Share Document