scholarly journals MULTILITERACIES AND LANGUAGE IDEOLOGIES IN CONTEMPORARY FANFIC LITERACY PRACTICES

2020 ◽  
Vol 59 (1) ◽  
pp. 353-385
Author(s):  
Patrícia de Souza Martins
Keyword(s):  
Language Ideologies ◽  
Basic Education ◽  
Literacy Practices ◽  
Literacy Events ◽  
Affinity Spaces ◽  
Young Readers ◽  
The Social ◽  
Social Use ◽  
Literary Canons ◽  
New London

ABSTRACT Using the lens of Street (1984; [1995]2014; 2003; 2010; 2012), this article firstly aims at discussing the contemporary literacy practices young readers and writers of fanfics engage in when inserted in the affinity spaces of fan literature. This discussion is based on the concept of ideological literacy proposed by the author and dialogues with the concept of multiliteracies, outlined by the New London Group (CAZDEN; COPE et al, 1996) and expanded by several authors such as Cope; Kalantzis (2000), Gee (2000), Rojo (2012) and Kleiman; Sito (2016), among others. These contemporary literacy practices, understood, therefore, as the social use of language, were studied from an ethnographic perspective (HEATH; STREET, 2008). Data was generated from the field observation on two fanfic self-publishing platforms and from literacy events occurring in rounds of conversation, within the scope of the Junior Scientific Initiation Project. (PICJr-049), promoted by a traditional federal institution of basic education in Rio de Janeiro. The social models of literacy used by participants in literacy events (HEATH, 1982; STREET, 2012) signals that designs are (re)shaped according to the interactional context of these participants. This article also proposes a reflection on the language ideologies underlying the discourse of the students participating in the PICJr-049. This analysis is oriented by Volóchinov’s concept of ideology ([1929]2017) and the notion of language ideology, as discussed in the studies by Woolard (1998) and Kroskrity (2004). In the analysis, it was observed that the students reinforce language ideologies anchored in the legitimation of the educated norm of the Portuguese language and in the privilege of literary canons in school literacy practices.

Piirretty suomen kieli

Virittäjä ◽  
2020 ◽  
Vol 124 (3) ◽  
Author(s):  
Heidi Niemelä
Keyword(s):  
Language Ideologies ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
Visual Representations ◽  
Nation State ◽  
Visual Data ◽  
National Unity ◽  
The Social ◽  
Primary School Pupils ◽  
Drawing Method

Artikkelissa tarkastellaan piirustusmetodin ja visuaalisen aineiston vahvuuksia ja heikkouksia perusopetuksessa vallitsevien kieli-ideologioiden tutkimuksessa ja sitä, kuinka metodilla tuotettu aineisto soveltuu luonnollistuneen ja itsestään selvänä pidetyn tavoittamiseen. Tutkimuksen aineisto koostuu 5.–6.-luokkalaisten koululaisten ja luokanopettajaopiskelijoiden piirustuksista suomen kielestä. Aineistona on 115 piirustusta, jotka on kerätty Oulun seudulta ja Helsingistä. Tutkimuksessa tarkastellaan piirustusmetodin käyttöä, sen vahvuuksia ja heikkouksia tutkimusstrategiana, sekä sitä, millaisen pohjan metodi aineiston analyysin valossa tarjoaa kieli-ideologisten prosessien tarkastelulle. Samalla selvitetään, millaisia visuaalisia elementtejä suomen kieleen piirustuksissa liitetään ja millaisia jaettuja suomen kielen representaatioita aineistossa esiintyy. Artikkelissa tarkastellaan piirustusten rakennetta ja luokitellaan niiden sisältöä laadullisen sisällönanalyysin keinoin. Tulokset osoittavat, että osallistujien visuaaliset representaatiot suomen kielestä ovat moninaisia. Aineistossa toistuvien elementtien ja tekstien avulla on mahdollista havaita toistuvia sosiaalisia ja kulttuurisia rakenteita, joihin osallistujat kielen liittävät. Vaikka piirustustehtävän tehtävänanto on abstraktiudessaan haasteellinen, piilee siinä myös sen toimivuus kieli-ideologioiden tarkastelun kannalta: vapaus piirtää mitä vain tuo esiin vallitsevien kieli-ideologioiden moninaisuuden sekä luonnollistuneet ja jaetut ajattelutavat. Tutkimus osoittaa, että piirustusmetodia voi soveltaa kieli-ideologioiden tutkimuksessa laajemmin kuin tähän asti. Tulokset osoittavat, että osallistujilla on jaettuja tapoja kuvata suomen kieltä. Representaatiot tuovat esiin kielen ja kansallisvaltion luonnollistuneen yhteyden. Koulujen kielitietoisen toiminnan ja niiden jatkuvasti moninaistuvan oppilasaineksen kannalta tulos on huomionarvoinen – visuaalisen aineiston valossa historiallisesti hyvin yksikielisessä ja kansallista yhtenäisyyttä ylläpitäneessä koulussa suomen kielen kuvaukset vaikuttavat edelleen voimakkaan kansallisilta.   Drawn representations of Finnish: the drawing method as a method of investigating language ideologies This paper observes the strengths and weaknesses of the drawing method and the use of visual data in analysing language ideologies in the context of basic education.  The data consists of 115 drawings of the “Finnish language” by primary school pupils and teacher trainees. The data is collected from Helsinki and the Oulu Region. The article examines the use of this method as well as the foundation which these drawings offer for an analysis of language-ideological processes. In addition, the article explores the different elements associated with the possible shared representations of Finnish. The structures of the drawings are observed and their contents analysed using Qualitative Content Analysis. The results show that participants’ visual representations of the Finnish language are manifold. Recurring elements enable one to observe the social and cultural structures associated with the language. Though challenging, this abstract assignment gives participants the freedom to draw anything at all, which highlights the sheer multiplicity of language ideologies and shared perceptions. This paper demonstrates that when examining language ideologies, the drawing method can be applied more broadly than until recently has been the case. The results show that participants share many views regarding the Finnish language, and their representations reveal the naturalised relation of language and nation state. The traditionally monolingual educational system in Finland has played an important role in maintaining national unity and, based on the visual data in this study, visual representations of the Finnish language still appear bound to the idea of the nation state.

scholarly journals Práticas de Linguagem na Amazônia Paraense

2021 ◽  
Vol 22 (2) ◽  
pp. 236-242
Author(s):  
Carlos Antônio De Andrade Silva ◽  
Miranilde Oliveira Neves
Keyword(s):  
Professional Education ◽  
Basic Education ◽  
Literacy Practices ◽  
Pedagogical Practices ◽  
Quantitative Methodology ◽  
Production Chain ◽  
Documentary Analysis ◽  
The Social ◽  
Rural Residences ◽  
Study Modality

Resumo Esta pesquisa apresenta a visão de estudantes, professores e coordenação sobre as práticas de linguagens de estudantes da Amazônia Paraense em cursos técnicos integrados ao Ensino Médio, a partir da Pedagogia da alternância. Os estudantes têm aulas em um período acadêmico e em outro período retornam às suas residências interioranas para unir os conhecimentos recebidos na escola, às práticas laborais de onde vivem. Esta investigação versa sobre jovens e adultos de cinco municípios paraenses: Abaetetuba, Castanhal, Magalhães Barata, Santa Isabel e São Domingos do Capim, que trabalham na cadeia produtiva da agricultura familiar, em especial, na produção de açaí, farinha, pesca, pecuária para corte e produção de leite. São estudantes do Curso de Agropecuária do PROEJA – Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos. Pretende-se demonstrar neste estudo, a construção dos letramentos durante este ensino. Selecionou-se autores que investigam pedagogia da alternância, educação do campo e letramentos para respaldar a parte teórica da pesquisa. Optou-se pela metodologia quali-quantitativa, na modalidade de estudo de caso e com a aplicação de questionários semiestruturados e análise documental. Os resultados obtidos revelaram que os professores trabalham os letramentos, entretanto, as práticas pedagógicas nem sempre acontecem de forma dialógica ao contexto sociocultural e laboral dos estudantes. Ao final da pesquisa, foi evidenciado que as práticas de letramentos devem ser pensadas para o desenvolvimento social, político e econômico dos estudantes em um ambiente que interligue os conhecimentos prévios dos estudantes a essas práticas. Palavras-chave: Linguagens. Pedagogia da Alternância. PROEJA. AbstractThis research present the students, teachers and coordination view on the language practices of students from the Paraense Amazon in technical courses integrated to High School, from the Pedagogy of alternation: students have classes in one academic period and in another period they return to their rural residences to combine the knowledge received at school, with the work practices where they live. This research is about young people and adults from five cities in Pará: Abaetetuba, Castanhal, Magalhães Barata, Santa Isabel and São Domingos do Capim, who work in the family agriculture production chain, especially in the production of açaí, flour, fishing, livestock for cutting and milk production. They are students of the Agricultural Course of PROEJA - National Program for the Integration of Professional Education with Basic Education in the Modality of Education of Youth and Adults. It is intended to demonstrate in this study, the construction of literacies during this teaching. Authors were selected who investigate alternation pedagogy, rural education and literacies to support the theoretical part of the research. We opted for the qualitative and quantitative methodology, in the case study modality and with the application of semi-structured questionnaires and documentary analysis. The results obtained revealed that the teachers work the literacies, however, the pedagogical practices do not always happen in a dialogical way to the students' socio-cultural and work context. At the end of the research, it was evidenced that literacy practices should be designed for the social, political and economic development of students in an environment that links students' prior knowledge to these practices. Keywords: Languages, Alternation Pedagogy, PROEJA.       

Flows of Literacy across Corporate and User-Produced Virtual Worlds

2017 ◽  
Vol 119 (12) ◽  
pp. 1-20
Author(s):  
Rebecca W. Black ◽  
Jonathan Alexander ◽  
Ksenia A. Korobkova
Keyword(s):  
Digital Media ◽  
Virtual Worlds ◽  
Literacy Practices ◽  
Research Question ◽  
Literacy Events ◽  
Hunger Games ◽  
Literate Practices ◽  
The Social ◽  
The Hunger Games ◽  
Sociocultural Research

Background/Context Sociocultural research on young people's literate practices with digital media has generally focused on literacy events and practices that are grounded in distinct online locations, such as affinity spaces, specific websites, particular videogames, or virtual worlds. Purpose/Objective/Research Question/Focus of Study Contemporary media landscapes have become networked to such an extent that a transmedial approach is needed to understand the social, cultural, and literate contexts that young people inhabit. Research Design In this article, we use qualitative and literary analyses of products and artifacts from the Hunger Games media franchise to explore young people's literacy practices as embedded in corporate and fan-produced transmedia ecologies. Conclusions/Recommendations Our analysis looks beyond spatial and structural boundaries to understand how flows of corporate and user-produced artifacts can shape, constrain, and expand young people's literate repertoires.

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Vulnerability context and well-being factors of Indigenous community development: a study of Peninsular Malaysia

2021 ◽  
Vol 17 (1) ◽  
pp. 94-105
Author(s):  
Md. Khaled Saifullah ◽  
Muhammad Mehedi Masud ◽  
Fatimah Binti Kari
Keyword(s):  
Basic Education ◽  
Economic Status ◽  
Well Being ◽  
Peninsular Malaysia ◽  
Indigenous Community ◽  
Access To Education ◽  
Environmental Aspects ◽  
The Social ◽  
To Receive ◽  
Significant Factors

The Indigenous people of Malaysia are a heterogeneous community scattered over more than 852 villages in Peninsular Malaysia. This community has been identified to be among the poorest and marginalized in Peninsular Malaysia. This study evaluates the well-being factors as well as problems that hinder the development of an Indigenous community in Peninsular Malaysia. This article adopted a quantitative approach based on data collected through survey and 2,136 respondents were interviewed. The study reveals that the Indigenous community is likely to remain poor in terms of economic status significantly because of insufficient access to basic education and the inability of being employed. This is also due to the inability to receive support for housing, economic livelihood, and other social infrastructures. In addition, the study indicates that economic status and access to education are the most significant factors that may help improve the overall well-being of an Indigenous community. This finding also suggests that the social and environmental aspects in Peninsular Malaysia have not improved together with economic development.

A critical approach to academic, community, and family literacies of first-generation college students in Latin America

2016 ◽  
Author(s):  
◽  
Lina M. Trigos-Carrillo
Keyword(s):  
Higher Education ◽  
College Students ◽  
Latin America ◽  
First Generation ◽  
Literacy Practices ◽  
First Generation College Students ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
The Social ◽  
First Generation College

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In this study, I investigated the social practices related to reading and writing of first-generation college students and their families and communities in Latin America from a critical sociocultural perspective (Lewis, Enciso and Moje, 2007). This embedded multiple-case study was conducted in Mexico, Colombia, and Costa Rica. Using an ethnographic perspective of data collection (Bernard, 2011; Lillis and Scott, 2007) and the constant comparative method (Heath and Street, 2008), situational analysis (Clarke, 2005), and within and cross-case analysis (Yin, 2014), I analyzed specific literacy events (Heath, 1982) and literacy practices (Street, 2003) in social context. First, I argue that access to the academic discourse and culture is one of the main barriers first-generation college students faced, although they constructed strong social support systems and engaged in rich literacy practices that involved critical action and thinking. Second, I found that, in contrast to the common belief that socially and economically nonmainstream college students were deficient in literacy, these students and their families possessed a literacy capital and engaged in complex and varied literacy practices. Using their literacy capital, first-generation college students and their families and communities procured the preservation of cultural identity, resisted the effects of cultural globalization, served the role of literacy sponsors, and reacted critically to the sociopolitical context. These literacy practices constituted a community cultural wealth for the families and communities of first-generation college students. I argue that a positive approach towards first-generation college students' identities and their community cultural wealth is necessary in curriculum, instruction, and policy if universities are truly committed to provide access to higher education to students from diverse backgrounds. Finally, I investigated first-generation university women's gender identities, discourses, and roles as they navigated the social worlds of the public university and their local communities in Mexico, Colombia, and Costa Rica. While dominant discourses and roles associated with women reproduced the machismo culture in the region, these group of first-generation university women contested, challenged, and resisted those roles, discourses, and identities. From a Latin American feminist perspective, I argue that bonds of solidarity and communal relations are values that resist the negative effects of global capitalism in marginalized bodies. In particular, public universities, women's supporters, emancipatory discourses, and situated critical literacies played a critical role in improving gender equality in higher education in Latin America. This study contributes to a better understanding of the literacy practices in situated social contexts and informs the ways in which more equitable college instruction, policy, and practices can be developed and promoted.

scholarly journals Free or paid: the uses of Roses Citadel (Catalonia)

2019 ◽  
Vol 9 (1) ◽  
pp. 111-120
Author(s):  
Josep Burch ◽  
Modest Fluvià ◽  
Ricard Rigall ◽  
Albert Saló ◽  
Gabriel Alcalde
Keyword(s):  
Public Space ◽  
Local Community ◽  
Free Access ◽  
Content Type ◽  
Advantages And Disadvantages ◽  
The Social ◽  
Wide Range ◽  
Economic Analyses ◽  
Social Use ◽  
The Town

Purpose The Roses Citadel is a bastioned fortification that has archaeological remains from the Greek, Roman and medieval periods in its interior. Currently, the area inside the Citadel is used for a wide range of activities; some directly related with the heritage item, others associated with its use as a public space for the town. The purpose of this paper is to analyse the economic interest of charging an entrance fee vs the alternative of free access and offers a framework to address this issue. Design/methodology/approach The proposal is to consider the marginal cost of increasing the number of users and to carry out a travel cost analysis. It is vital to take into account the results of specifically economic analyses, but the evaluations of social policies should also be considered, and should have a considerable weight in decision making. Findings It is proposed that free entry would bring about an increase in the number of visitors and users of Roses Citadel. In turn, this increase would lead to a greater social use of this heritage asset, and a chance for the least privileged sectors of society to use the site more. Financial resources for the maintenance of the asset would not be raised through entry fees, but through contributions relating to the increase in the social consideration of the site. Originality/value In the context of a discussion on the advantages and disadvantages of paying an entry fee for heritage assets, the example of Roses Citadel provides several factors for consideration. It shows that payment of an entry fee affects use of the site by society, and particularly by the local community, whereas free access leads to a wide range of opportunities for use.

Where Does Niklas Luhmann’s Card Index Come From?

2018 ◽  
Vol 3 (4) ◽  
pp. 390-420 ◽  
Author(s):  
Alberto Cevolini
Keyword(s):  
Knowledge Management ◽  
Point Of View ◽  
Main Hypothesis ◽  
The Enlightenment ◽  
Filing Cabinet ◽  
The Social ◽  
Enlightenment Project ◽  
Card Index ◽  
Social Use ◽  
The Mind

Thanks to a grant of the Nordrhein-Westfälische Akademie der Wissenschaften und der Künste, Bielefeld University has started a fifteen-year project (2015–2030) that includes the production of a critical edition of Niklas Luhmann’s extant works and manuscripts, as well as the digitalization of his famous card index. This valuable enterprise has rekindled interest in what many scholars hold to be a ‘holy grail’: a marvelous instrument that aided great creativity and scientific production by the German sociologist. Indeed, people feel that looking inside the filing cabinet is like looking inside the mind of a genius at work. This article suggests a different point of view, rooted in the Enlightenment project of the sociologist of Bielefeld. The main hypothesis is that in the use of a card index as a surprise generator, there is nothing particularly surprising if one considers the evolution of knowledge management in early modern Europe. Rather, the question should be: how it is possible to explain the evolutionary improbability of the social use of ‘machines’ as secondary memories for knowledge management and reproduction? This article provides some suggestions for research and tries to determine where Luhmann’s card index comes from.

Sign in / Sign up

Export Citation Format

Share Document