scholarly journals Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252782
Author(s):  
Elena Guichot-Muñoz ◽  
María Jesús Balbás-Ortega ◽  
Eduardo García-Jiménez
Keyword(s):  
Low Income ◽  
Literacy Practices ◽  
Meaning Making ◽  
Social Process ◽  
Ethnographic Study ◽  
Power Relationships ◽  
New Literacy ◽  
New Literacy Studies ◽  
Literacy Process ◽  
Teaching Learning

In areas of social exclusion, there are greater risks of facing discrimination at school. The teaching-learning processes may contribute toward the perpetuation of this inequality. This research analyzes a literacy event that takes place in a low-income school in Southern Spain. The new literacy studies have come to examine how power relationships and affective bonds work in such literacy practices. An ethnographic method was followed to facilitate a deeper understanding of multimodal literacy. Further, a social semiotics multimodal approach was adopted to analyze the meaning-making social process that takes place in the classroom. The participants comprised two teachers and 17 children, whose ages range from 5 to 7 years. Data were collected in the form of reports, audio recordings, video recordings, and photographs over a two-years period. The results obtained have revealed that the children have been taught writing and reading through a dominant orthodox model that fails to consider the community’s and families’ cultural capitals. They also show that the literacy process does not grant any affective quality. Neither is there an authentic dialogic space created between the school and the community. This lack of dialogue generates an inequality in the actual acquisition of comprehensive reading and writing skills at school, with instances of groups exclusion, owing to the anti-hegemonic practices of knowledge acquisition.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

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.

scholarly journals Recognizing Young People’s Civic Engagement Practices: Rethinking Literacy Ontologies through Co-Production

2019 ◽  
Vol 13 (1) ◽  
pp. 20-39
Author(s):  
Kate Heron Pahl
Keyword(s):  
Young People ◽  
Civic Engagement ◽  
Meaning Making ◽  
Cultural Practice ◽  
Youth Engagement ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Modes Of Engagement ◽  
Informal Settings

In this article I argue that it is important to find a language to describe youth engagement practices in informal settings. I argue that many young people do not have the resources to be heard on visible platforms, but their work, and meaning making practices might provide important information about their ideas and relay key concepts about how communicational practices are constructed. Drawing on embedded, ethnographic and artistically informed projects with young people in communities, I argue for a deeper kind of listening. Artistic forms such as poetry, visual art, dance and music are important modes of engagement. I draw on cultural practice theory together with theory from new literacy studies and media studies to explore four questions: How do you craft what you know? How do you speak/make what you feel? How do you transform practice? How do you articulate action? I see these as components of the process of producing relationally oriented modes of address that others can also engage with. Taken together, they suggest a language of description for the mode that is civic engagement communicational practice, that is, oriented beyond individual experience but drawing from experience to make change happen in relational ways.

Family and Home Literacy Across Time

2017 ◽  
Author(s):  
Catherine Compton-Lilly
Keyword(s):  
Young Children ◽  
Family Literacy ◽  
Literacy Practices ◽  
Full Range ◽  
Family Members ◽  
Home Literacy ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Family Home

In 1982, Denny Taylor coined the term “family literacy” to reference the ways young children and their parents interact around texts. Since then, the term family literacy has generally been applied to the practices that occur in homes to support young children as they become readers and writers. However, 30 years later, this definition negates the full scope of possibilities that might inform our understandings of the literacy practices that occur within home spaces and among family members. These possibilities reflect two important trends increasingly recognized within literacy research communities. First, technological advances have affected the ways people read and write and the multimodal literacy practices that have come to define literacy in families and homes. These developments are often the focus of New Literacy Studies as defined by the New London Group and others. Second, while generally not addressed in terms of family literacy, a substantial and growing body of research has documented the out-of-school literacy practices of adolescents and youth. Many of these literacy practices are enacted and displayed in home settings. While connections between out-of-school literacy practices and family literacy are generally not explicit, homes and families provide significant social contexts that are critical to engaging in technological, peer-informed, and popular culture practices. In short, family literacy does not end once children learn to read. In contrast, family literacy assumes new forms and involves new modalities that both echo and extend the literacy practices found within families. This is significant, as it challenges conceptions of adolescent and youth literacy as being separate from the literacy practices of families. To extend what is meant by family literacy, it is redefined as more than traditional activities that involve young children with texts. Instead, researchers are challenged to consider the full range of literacy practices that occur among family members and within homes across time. In doing this, family literacy and new literacy studies are brought together. Thus, the term family/home literacy is used to recognize not only the literacy practices that are enacted between children and parents, but the full range of literacy practices that occur among all family members—including siblings, extended family members, and friends. In short, family/home literacy practices are intertwined with home literacy affordances, which include the texts, opportunities, and technological resources that are available and used in homes. In order to explore family/home literacies over time, children’s literacy practices, including traditional and technological family/home literacy practices, are explored. Issues raised include parental mentoring of school-age children as they encounter new technologies at home, the adaptation of available resources by children as they move into and through adolescence, and transactions involving texts (both traditional and digital) among adolescents, young adults, and their parents.

scholarly journals PLURILINGUAL SOCIAL NETWORKS AND THE CREATION OF HYBRID CULTURAL SPACES

2019 ◽  
Vol 58 (1) ◽  
pp. 139-157 ◽  
Author(s):  
Joel Windle ◽  
Bárbara Bravo Pires Ferreira
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Social Environments ◽  
New Literacy ◽  
New Literacy Studies ◽  
Linguistic Resources

ABSTRACT Although plurilingualism is a well-established topic in the international literature, especially in situations of transnational mobility, we still know little about the learning and appropriation of non-standard forms of English by young Brazilians online. Unlike the instrumental uses that predominate in formal English language teaching, digital literacy practices often focus on identity construction and expression, posing questions of race, gender, sexuality, and social status. Based on a digital ethnography of a Facebook page focused on American black popular culture, we analyze the linguistic resources and cultural references drawn upon by participants. The research seeks to understand the perspectives and online practices of young Brazilians, mobilizing theoretical resources from New Literacy Studies to understand the processes of discursive construction and resignification. The results show the importance of virtual spaces for the affirmation of subaltern identities, and at the same time the spatial restriction of some discursive expressions of identity, isolated from other educational and social environments in which the participants circulate. The article concludes by considering the implications for the democratization of foreign language learning in Brazil.

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.

Introduction

2019 ◽  
pp. 1-17
Author(s):  
Niv Allon
Keyword(s):  
Literacy Practices ◽  
Group Formation ◽  
Social Contexts ◽  
Historical Background ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Eighteenth Dynasty ◽  
The Social ◽  
Main Figure

The introduction sets up the historical background and the methodological foundations of the book. It first describes the Eighteenth Dynasty in broad strokes and locates Haremhab, the main figure in this book, within this timeframe. Following the historical discussion, the introduction touches upon three main issues at the heart of the book’s methodology: literacy, self-representation, and group formation. Engaging with issues raised by scholars of New Literacy Studies, the book focuses on the social contexts in which literacy practices are used. Building on the works of Stephen Greenblatt and Bruno Latour, the chapter then begins to ask questions regarding the relationships between art, patron, and society.

“It’s not the same thing as last time I wrote a report”: Digital text sharing in changing organizations

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mona Blåsjö ◽  
Carla Jonsson
Keyword(s):  
Knowledge Management ◽  
Literacy Practices ◽  
Work Life ◽  
Digital Systems ◽  
Literacy Studies ◽  
Work Processes ◽  
Digital Text ◽  
New Literacy ◽  
New Literacy Studies ◽  
Potential Risks

Abstract In the communications of modern organizations, text sharing and knowledge management are mainly digital. The digital systems that frame many types of communication consist of, e.g., intranets and document sharing software that are occasionally exchanged for new systems. Employees have to adjust to modified routines and learn new systems, and management has to make decisions about digital systems and how these are to be integrated with work processes and knowledge management. In this article, we contribute to research on work-life literacies by highlighting the increasingly frequent issue of digital text sharing in modern workplaces through the study of commercial companies, mainly through ethnographic observations and interviews. The theoretical framework comes from New Literacy Studies where literacy practices, i.e., common patterns of using reading and writing, form a key concept. Moreover, the sociolinguistic concept of metadiscourse is applied in order to uncover the reflexive orientation of participating professionals towards digital text sharing. The results show that these professionals relate the combination of digital text sharing and technological and organizational change to problems, obstacles and potential risks; ambitions of enhancing digital text sharing may exclude certain groups, and changes in digital text sharing systems per se may cause professionals to lose control. These risks are often associated with access to information: a person who cannot access information in their organization has a lower degree of agency or power over their situation. The results are discussed in light of theories concerning modern work life from New Literacy Studies.

scholarly journals Dental Students’ Notetaking: a Thematic, Material-based Interview Study

2020 ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Structured Interview ◽  
Dental Students ◽  
Interview Study ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices ◽  
Digital Development

Abstract Background: The transition from upper secondary to higher education and from higher education to professional practice requires that students need to adapt to new literacy practices, academic and professional. The aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking.Methods: Three undergraduate dental students participated in this material-based, semi-structured interview study, that was framed within a New Literacy Studies approach. To analyze the outcome of the interviews a thematic analysis was used. Results: Eight themes that relate to what, how and for what purpose students write were discerned. These include a) what: T1-Professional vocabulary; T2-Core content; T3-Clinical example; b) how: T4-Multimodal accentuation; T5-Synthesis; and c) for what purpose: T6-Mnemonic strategies; T7-Academic purposes; and T8 professional purposes.Conclusions: Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. Thus, this study identified that dental students’ notetaking has changed during their education from initially just being synchronous, to now also include both multimodal and asynchronous writing, making the notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students, half-way through their dental education, are aware that literacy practices are not only for passing their exams, but also for learning for their future profession.

scholarly journals Dental Students’ Notetaking: a Thematic, Material-based Interview Study

2020 ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Literacy Practices ◽  
Structured Interview ◽  
Dental Students ◽  
Interview Study ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices ◽  
Core Content ◽  
Digital Development

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice require that students need to adapt to new literacy practices, academic and professional. The aim of this study was to map what characterizes dental students’ notetaking and secondarily what dental students express regarding their notetaking. Methods Three undergraduate dental students participated in this material-based, semi-structured interview study, that was framed within a New Literacy Studies approach. To analyze the outcome of the interviews a thematic analysis was used. Results Eight themes that relate to what, how and for what purpose students write were discerned. These include a) what: T1-Professional vocabulary; T2-Core content; T3-Clinical example; b) how: T4-Multimodal accentuation; T5-Synthesis; and c) for what purpose: T6-Mnemonic strategies; T7-Academic purposes; and T8 professional purposes. Conclusions The digital development has changed the notetaking which has evolved from just synchronous to become both multimodal and asynchronous and is more of a writing practice. Students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter. Results showed that students, half-way through their dental education, are aware of that notetaking is not only for passing exams but also for learning for their profession.

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