Participatory Literacy Practices for P-12 Classrooms in the Digital Age

2020 ◽  
Keyword(s):  
Literacy Practices ◽  
Digital Age ◽  
Participatory Literacy

Bringing ethnography to a multimodal investigation of early literacy in a digital age

2011 ◽  
Vol 11 (3) ◽  
pp. 293-310 ◽  
Author(s):  
Rosie Flewitt
Keyword(s):  
Early Literacy ◽  
Digital Media ◽  
Case Studies ◽  
Literacy Development ◽  
Social Practice ◽  
Literacy Practices ◽  
Digital Age ◽  
Early Literacy Development ◽  
Semiotic Approach ◽  
Literacy As Social Practice

In this article I reflect on the insights that the well established traditions of ethnography can bring to the more recent analytic tools of multimodality in the investigation of early literacy practices. First, I consider the intersection between ethnography and multimodality, their compatibility and the tensions and ambivalences that arise from their potentially conflicting epistemological framings. Drawing on ESRC-funded case studies of three and four-year-old children’s experiences of literacy with printed and digital media,1 I then illustrate how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform socially and culturally sensitive theories of literacy as social practice (Street, 1984, 2008).

Participatory culture meets critical practice

2016 ◽  
Vol 15 (3) ◽  
pp. 355-374
Author(s):  
Cassandra Scharber ◽  
Kris Isaacson ◽  
Tracey Pyscher ◽  
Cynthia Lewis
Keyword(s):  
Social Justice ◽  
Literacy Practices ◽  
Participatory Culture ◽  
Primary Data ◽  
Mediated Learning ◽  
Learning Program ◽  
Content Type ◽  
Literate Practices ◽  
Complex Technology ◽  
Participatory Literacy

Purpose This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016). Originality/value Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).

Preservice Teachers Collaborating and Co-Constructing in a Digital Space

2021 ◽  
pp. 557-574
Author(s):  
Chrystine Mitchell ◽  
Carin Appleget
Keyword(s):  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Literature Circles ◽  
Participatory Culture ◽  
Digital Literature ◽  
Participatory Literacy ◽  
University Settings

Participatory literacy practices include the ways in which individuals interpret, make, and share as a way of connecting in our digitally mediated culture. This chapter is a culmination of an across-university partnership created between the two authors and the pre-service teachers that collaborated online about teaching and learning. Three threads of participatory literacy practices are shared within the chapter including 1) the use of blogging across university settings, 2) the implementation of digital professional learning communities (PLCs) to connect and collaborate with other pre-service teachers, and 3) the formation and participation in digital literature circles to co-construct meaning from children's literature. This chapter includes the authors' attempts at collaboration across university settings using different tools, platforms, and resources. This work is an example for other teachers and teacher educators to consider how we can help pre-service teachers be part of the participatory culture and provide an even wider community of learners.

Young children’s initiation into family literacy practices in the digital age

2016 ◽  
Vol 15 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Jackie Marsh ◽  
Peter Hannon ◽  
Margaret Lewis ◽  
Louise Ritchie
Keyword(s):  
Family Literacy ◽  
Literacy Practices ◽  
Digital Age ◽  
Family Literacy Practices

Seeing Beyond the Screen

2020 ◽  
pp. 1-31 ◽  
Author(s):  
Earl Aguilera ◽  
Olivia G. Stewart ◽  
Areej Mawasi ◽  
Luis E. Pérez Cortés
Keyword(s):  
21St Century ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Moral Panic ◽  
Empirical Studies ◽  
Digital Technologies ◽  
Digital Age ◽  
Social Practices ◽  
Classroom Teachers ◽  
Contemporary Society

This chapter outlines a multidimensional framework for theorizing digital-age literacies—one which considers the content, procedural, and contextual dimensions of literacy practices enacted through and around digital technologies. The authors then provide an overview of three empirical studies that illustrate the application of this framework to understand the integration of digital technologies and literacy pedagogies. The authors offer their experiences as classroom teachers, teacher-educators, learning scientists, and literacy specialists working to understand and support the literacy and language practices of learners in the 21st century. The goal of the chapter is to illustrate the value of shifting conversations about digital technologies away from notions of moral panic and techno-idealism, and instead toward a renewed focus on technology-mediated social practices that shape what it means to be and become literate in contemporary society.

Fostering critical participatory literacy through policy debate

2018 ◽  
Vol 17 (3) ◽  
pp. 199-212
Author(s):  
Susan Cridland-Hughes ◽  
Jacquelynn A. Malloy ◽  
Angela Rogers
Keyword(s):  
Literacy Practices ◽  
Literacy Skills ◽  
Policy Debate ◽  
Student Voices ◽  
Critical Dialogue ◽  
Content Type ◽  
Self Study ◽  
Current Events ◽  
Participatory Literacy ◽  
Political Decisions

PurposeThe purpose of this study is to explore the use of policy debate as a frame for developing critical participatory literacy skills focused on student engagement with current events.Design/methodology/approachUsing dialogism as a frame for a discussion-based course (Bakhtin, 1982; Reznitskya, 2012) and self-study as a methodological structure (Samaras, 2011), they explore the iterative process of shaping a policy debate curriculum across three separate cohorts. In the process, they share reflections and insights about what they learned about their assumptions as teachers.FindingsInstructors offer recommendations for structuring literacy practices that are dialogic and focused on student voice and policy activism. Specifically, authors suggest focusing attention to discussion activities, an emphasis on critical dialogue, where students engage with the ideas of others, and the practice of constant facilitator reflection to determine whether they have continued to center student voices and ideas in the classroom.Originality/valueThis study is key for beginning to understand how to put students in conversation with complex political decisions and for helping youth develop confidence in their ability to critique and evaluate those decisions as members of the larger society.

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