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1.
Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts. 相似文献
2.
Selfies,relfies and phallic tagging: posthuman part-icipations in teen digital sexuality assemblages
AbstractInspired by posthuman feminist theory, this paper explores young people’s entanglement with the bio-technological landscape of image creation and exchange in young networked peer cultures. We suggest that we are seeing new formations of sexual objectification when the more-than-human is foregrounded and the blurry ontological divide between human (flesh) and machine (digital) are enlivened through queer and feminist Materialist analyses. Drawing upon multimodal qualitative data generated with teen boys and girls living in urban inner London and semi-rural Wales (UK) we map how the digital affordances of Facebook ‘tagging’ can operate as a form of coercive ‘phallic touch’ in ways that shore up and transgress normative territories of dis/embodied gender, sexuality and age. We conclude by arguing that we need creative approaches that can open up spaces for a posthuman accounting of the material intra-actions through which phallic power relations part-icipate in predictable and unpredictable ways. 相似文献
3.
Cati V. de los Ríos 《Learning, Media and Technology》2018,43(4):359-373
ABSTRACTThis article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies. 相似文献
4.
The scientific literacy and conceptual understanding demands of the 21st century have necessitated fundamental changes in science education, including changes from traditional lecture to more active learning pedagogies. The affordances of such pedagogies can benefit students, but only when they are able to enact effective and efficient self-regulated learning processing. More research is needed to understand how and when students should self-regulate during science learning, as well as how to help those students who struggle to do so. In this study, we leveraged multimodal online interaction trace data from 408 college students enrolled in an introductory biology class to investigate the temporal nature of self-regulation during science education. Using latent profile analyses, we found differences in self-regulatory processing predicted course performance, with implications for the development of systems for identifying and supporting students who are likely to struggle in active learning science education environments. 相似文献
5.
Brian R. Belland Joel Drake 《Educational technology research and development : ETR & D》2013,61(6):903-925
One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average impact of the tools on learning outcomes. This is problematic in that it assumes that computer-based scaffolds impact different students in the same way. In this conceptual paper, we use activity theory and the theory of affordances to build an initial theoretical framework on how and why K-12 students use computer-based scaffolds. Specifically, we argue that affordances and motives drive how and why K-12 students use computer-based scaffolds. Then we examine empirical studies to gather preliminary support for the framework. Implications for research on and the design of computer-based scaffolds are explored. 相似文献
6.
Sylvia Pantaleo 《Education 3-13》2019,47(4):437-449
A classroom-based study with eight- and nine-year-old students included the participants having many opportunities to engage with multimodal print and digital texts, and various technological tools. The data presented in this article focus on one of the specific purposes of the research: to investigate students’ opinions of the affordances of designing print and digital graphic narratives. The content analysis of the students’ reflections about working with a software programme to compose a multimodal ensemble in the medium of comics revealed evidence of critical thinking as they analysed and critiqued the possibilities and constraints for meaning-making. The conclusion features a consideration of the importance of students and teachers developing metalevel knowledge about and a critical stance toward the meaning-making affordances of all texts and compositional tools and devices. 相似文献
7.
Mary E. Webb 《International Journal of Science Education》2013,35(6):705-735
This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning. 相似文献
8.
The intent of this study was to examine young children’s perceptions of writing self-efficacy (Grades K–1). Most research studies find a significant relationship between self-efficacy and achievement in older students (Grades 4–16). Research has also shown that children are affected by personal perceived self-efficacy. Therefore, self-efficacy can affect young learners as well. There are few self-efficacy studies among young learners, especially kindergarten and first grade. This study was conducted to determine if young learners could describe their writing self-efficacy and, if so, how student perceptions compare to teachers’ and researchers’ perceptions.The data showed that participating students from kindergarten and first grade could describe their writing self-efficacy. Several characteristics of children with high and low writing self-efficacy are discussed. Comparisons between teachers’, researchers’, and children’s perceptions of writing self-efficacy showed consistency with 14 of the 18 student participants. 相似文献
9.
Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students’ know about human body and various systems, both drawings and spoken responses provide rich evidence of their understanding of the connections between science drawings and verbal explanations. In this forum contribution, we present several theoretical connections between everyday language and science communication and argue that building communication skills in science are essential. We also discuss how young participants should be valued and supported in research. Finally we discuss the need for multimodal research methods when the research participants are young. 相似文献
10.
Isabella McMurray Cheryl Rafferty Cordelia Sutton Shweta Patel 《Journal of Further & Higher Education》2017,41(3):273-285
The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale. 相似文献
11.
Benjamin Gleason 《Learning, Media and Technology》2018,43(2):165-180
This research investigates how three high school students in the USA developed new literacies practices through their participation in teenage Twitter. Data was collected from two sources, including archival data from participants’ Twitter over a two-year span, and semi-structured interviews. Results found that teenagers developed a number of practices that facilitated orientation to cultural conventions of teenage Twitter, helped them mobilize followers for participatory events, and led to reflective awareness of how to tell stories on Twitter. This study suggests that teenagers used the affordances of Twitter in order to craft multimodal narratives that are co-constructed, participatory, nonlinear, and emergent. Thinking in hashtags, for participants, is a kind of action that serves to develop affinities of relation (to friends, to pop culture, and to new knowledge) through mediatized ‘vital life stuff.’ 相似文献
12.
Two teacher educators used metaphors to create spaces for students to express their shifting understandings of curriculum over time. This paper centers upon their reflection and analysis of affordances and limitations of metaphor as a pedagogical strategy for supporting students. Instructors noted a) critical shifts in students' dispositions and understanding over time, b) meaningful insights into students’ needs for addition support, c) how powerfully relationships were nurtured with students, d) and the quilted nature of the metaphors created, both across students and over time. Limitations are noted, as well as directions for future research. 相似文献
13.
A pedagogical perspective for rendering ways of knowing, being and being known, making and the larger maker movement are shaping contemporary educational places, practices and discourses. Despite these advances, its intersection with early literacy and childhood education are nascent. Thinking with theories of multiliteracies and speculative design, this article puts forth a making as worlding analytic frame for literacy research and practice. In doing so, we examine how two young children operate as speculative designers working towards possible, not solely plausible or preferable futures. Drawing on data from a multi‐sited study exploring making in early childhood settings, this article charts how early years and primary students used the contemporary affordances of analogue and immersive technologies to ‘make' a difference. Findings suggest that making provided opportunities not only for re‐storying realities but speculative worldbuilding encouraging young people to participate and problematise present realities. 相似文献
14.
While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3–6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers. 相似文献
15.
In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference. We bring together the rich body of work that has been conducted on middle-class educational identities, with explorations of the centrality of the feminine in representations of class difference from the field of critical girlhood studies. This is done in order to explore how young femininities mediate the representation of class difference in the environment of the private girls’ school. Drawing from our two research studies, located in private girls’ schools in Australia and the United Kingdom, we argue that the notion of ‘disgust’, commonly used in recent engagements around class, has only limited purchase in understanding the representation of class difference in these schools. It is the inconsistencies and complexities in how class and class relations are produced that we wish to illuminate. 相似文献
16.
Barbara O'Byrne Stacey Murrell 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):926-940
This research presents ways in which high school students used the multimodal and interactive affordances of blogs to create, organize, communicate and participate on an educational blog. Their actions demonstrated how plural modes of literacy are infiltrating digital environments and reshaping literacy and learning. Multimodal blogging practices of participants broaden the discourse about educational blogs to include an understanding of blogs as media‐rich platforms in which learners operate with plural modes of literacy to construct meaning, communicate and participate. 相似文献
17.
This article investigates the impact of a changing higher education system on young adults' priorities and motivations. A considerable number of studies have explored the impact of recent changes on patterns of participation within higher education. However, there has been less emphasis on how such changes have been played out in the experiences of graduates and, more specifically, in the interface between higher education and lifelong learning. To redress this gap, this article explores the changes to graduates' experiences brought about by the ‘massification’ of the higher education system. Research conducted amongst young people in Australia has suggested that as result of the normalisation of post‐compulsory education and the encouragement of high aspirations, young people have come to assume a one‐to‐one relationship between being qualified and having a lasting professional career. It has been argued that as a result of these assumptions, young adults are often disappointed when they do eventually enter the labour market, and experience uncertainties previously associated with the end of compulsory schooling. If young adults do indeed feel misled about the rewards of a higher education, it is possible that this may have a significant bearing on their perceptions of the value of engaging in further education and training in the future. Drawing on 90 life history interviews with graduates in their mid‐twenties, this article explores the prevalence of such attitudes in the UK and their impact on young adults' attitudes to lifelong learning. 相似文献
18.
As technology becomes a larger part of people’s everyday lives, it is logical to think that it should also become a part of the learning process. The use of tablets in classrooms is becoming an area of interest as researchers are trying to understand what the benefits are – if any – to using these devices. This article gives an overview of some of the recent literature related to the benefits and challenges associated with the use of tablets with students in middle schools. Prevalent themes include the benefits of using tablets with students who have learning disabilities, and the challenges that can arise in the classroom, specifically issues of safety and security, access to apps and disruptive behaviours when using these devices. The authors share qualitative case studies of two teachers who have used tablets extensively with their students and discuss how their experiences resonate with the literature. The authors conclude with a summary of the affordances and constraints of using tablets with students who have special needs and offer workable solutions for some of the challenges educators face when using these devices. 相似文献
19.
Sylvia Pantaleo 《Literacy》2016,50(2):83-92
Notwithstanding the complex and dynamic nature of teaching and learning in schools, over four decades of research findings have consistently revealed a correlation between teacher expectations and student achievement. Focusing on teacher expectations for the narrative structures created by young children, this article features a discussion of data gathered during a multifaceted study with 7‐ and 8‐year‐old students. The overall purpose of the case study research was to explore the development of student understanding of elements of visual art and design and diverse narrative structures in picturebooks. For the culminating activity of the research, the students had opportunities to apply and transform their knowledge of the instructional foci when they composed their own multimodal print texts. Analysis of the students' narrative structures revealed the multiple forms of metalepsis, the purposeful breaking of storyworld/narrative boundaries, evident in their writing and artwork. In addition to a discussion about the socially situated nature of the children's multimodal text‐making, the article includes a consideration of the importance of teacher expectations with respect to student literacy engagement and achievement. 相似文献
20.
David E. Low 《Children‘s Literature in Education》2012,43(4):368-385
In recent years, reading scholars have increasingly attended to children’s responses to picturebook page breaks, reasoning that the inferences young readers make during the turning of the page are central to understanding how children construct continuous narratives in semiotically rich texts. In this paper I argue that comics (including comic books and graphic novels) offer similar gap-filling affordances as picturebooks, but for older children and adolescent readers. A major site of meaning-making in comics is the “gutter” between panels. This is where much of the magic occurs for readers while transacting with the medium. Since the comics medium is popular with many students and has received increased attention from teachers, researchers, and curriculum developers during the multimodal and multiliterate turns of the past decades, I argue that it is vital for educators not only to use comics in their classrooms, but to focus explicitly on gutters in order to exercise the medium’s full potential. Pulling from numerous sources, I provide several pedagogical activities that emphasize gutters as rich sites of constructing meaning. 相似文献