Pub Date : 2021-09-01DOI: 10.1108/ETPC-04-2021-0029
Alexis Young
{"title":"Witnessing Wonderland: Research with Black girls imagining freer futures","authors":"Alexis Young","doi":"10.1108/ETPC-04-2021-0029","DOIUrl":"https://doi.org/10.1108/ETPC-04-2021-0029","url":null,"abstract":"","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82662171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.1108/etpc-07-2020-0080
Antero Garcia, Stephanie M. Robillard, Miroslav Suzara, Jorge E. Garcia
Purpose This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space. Design/methodology/approach As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus. Findings Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself. Research limitations/implications Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic interpretation can offer researchers greater understanding into student learning as they spend time in interstitial spaces. Practical implications This manuscript illustrates possibilities that emerge if educators attune to the sounds that shape a learner’s day and the ways in which attention to sonic design can create more equitable spaces that are conducive to students’ learning and literacy needs. Originality/value This study demonstrates the use of sound as a means of sensemaking, calling attention to new ways of understanding student experiences in adult-governed spaces.
{"title":"Bus riding leitmotifs: making multimodal meaning with elementary youth on a public school bus","authors":"Antero Garcia, Stephanie M. Robillard, Miroslav Suzara, Jorge E. Garcia","doi":"10.1108/etpc-07-2020-0080","DOIUrl":"https://doi.org/10.1108/etpc-07-2020-0080","url":null,"abstract":"\u0000Purpose\u0000This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space.\u0000\u0000\u0000Design/methodology/approach\u0000As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus.\u0000\u0000\u0000Findings\u0000Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself.\u0000\u0000\u0000Research limitations/implications\u0000Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic interpretation can offer researchers greater understanding into student learning as they spend time in interstitial spaces.\u0000\u0000\u0000Practical implications\u0000This manuscript illustrates possibilities that emerge if educators attune to the sounds that shape a learner’s day and the ways in which attention to sonic design can create more equitable spaces that are conducive to students’ learning and literacy needs.\u0000\u0000\u0000Originality/value\u0000This study demonstrates the use of sound as a means of sensemaking, calling attention to new ways of understanding student experiences in adult-governed spaces.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84465646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-16DOI: 10.1108/etpc-11-2019-0157
R. Beach, Dr Limarys Caraballo
Purpose Unlike formalist and functional approaches to literacy and teaching writing, a languaging theory approach centers on the dynamic and interpersonal nature of writing. The purpose of this study was to determine students’ ability to engage in explicit reflection about their languaging actions in response to their personal narrative writing to determine those types of actions they were most versus less likely to focus on for enacting relations with others, as well as how they applied their reflections to subsequent interactions with others. Design/methodology/approach In this qualitative study, thirty seven 12th grade students were asked to write personal narratives and then reflect in writing on their use of languaging actions in their narratives based on specific prompts. Students’ explicit reflections about their narratives were coded based on their reference to seven different types of languaging actions for enacting relations with others. Findings Students were most likely to focus their reflections on making connections, understandings, collaboration and support by and for others as well as expression of emotions, getting feelings out, sharing issues; followed by references to conflicts, arguing, stress, negative perceptions or exclusion; references to ideas or impressions about ethics, respect, values, morals; use of “insider language;” slang, jargon, dialects; use of humor, joking, parody; and references to adult and authorities’ perceptions or influences. Research limitations/implications This research was limited to students’ portrayals of their languaging actions through writing as opposed to observations of their lived-world interactions with others. Practical implications These results suggest the value of having students engage in explicit reflections about their languaging actions portrayed in narratives as contributing to their growth in use of languaging actions for enacting relations with others. Social implications Students’ ability to reflect on their language actions enhances their ability to enact social relations. Originality/value A languaging perspective provides an alternative approach for analyzing reflections on types of languaging actions.
{"title":"Reflecting on languaging in written narratives to enact personal relations","authors":"R. Beach, Dr Limarys Caraballo","doi":"10.1108/etpc-11-2019-0157","DOIUrl":"https://doi.org/10.1108/etpc-11-2019-0157","url":null,"abstract":"\u0000Purpose\u0000Unlike formalist and functional approaches to literacy and teaching writing, a languaging theory approach centers on the dynamic and interpersonal nature of writing. The purpose of this study was to determine students’ ability to engage in explicit reflection about their languaging actions in response to their personal narrative writing to determine those types of actions they were most versus less likely to focus on for enacting relations with others, as well as how they applied their reflections to subsequent interactions with others.\u0000\u0000\u0000Design/methodology/approach\u0000In this qualitative study, thirty seven 12th grade students were asked to write personal narratives and then reflect in writing on their use of languaging actions in their narratives based on specific prompts. Students’ explicit reflections about their narratives were coded based on their reference to seven different types of languaging actions for enacting relations with others.\u0000\u0000\u0000Findings\u0000Students were most likely to focus their reflections on making connections, understandings, collaboration and support by and for others as well as expression of emotions, getting feelings out, sharing issues; followed by references to conflicts, arguing, stress, negative perceptions or exclusion; references to ideas or impressions about ethics, respect, values, morals; use of “insider language;” slang, jargon, dialects; use of humor, joking, parody; and references to adult and authorities’ perceptions or influences.\u0000\u0000\u0000Research limitations/implications\u0000This research was limited to students’ portrayals of their languaging actions through writing as opposed to observations of their lived-world interactions with others.\u0000\u0000\u0000Practical implications\u0000These results suggest the value of having students engage in explicit reflections about their languaging actions portrayed in narratives as contributing to their growth in use of languaging actions for enacting relations with others.\u0000\u0000\u0000Social implications\u0000Students’ ability to reflect on their language actions enhances their ability to enact social relations.\u0000\u0000\u0000Originality/value\u0000A languaging perspective provides an alternative approach for analyzing reflections on types of languaging actions.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81133027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-12DOI: 10.1108/etpc-11-2020-0147
M. Dunn
Purpose This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms. Design/methodology/approach To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses. Findings The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension. Originality/value Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.
{"title":"Teaching literature following loss: teachers’ adherence to emotional rules","authors":"M. Dunn","doi":"10.1108/etpc-11-2020-0147","DOIUrl":"https://doi.org/10.1108/etpc-11-2020-0147","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms.\u0000\u0000Design/methodology/approach\u0000To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses.\u0000\u0000Findings\u0000The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension.\u0000\u0000Originality/value\u0000Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84370584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-12DOI: 10.1108/etpc-08-2020-0103
W. Williams
Purpose English teachers who write have valuable expertise that can benefit students. Although there is a fair amount of research on teacher-writers, little is known about teachers’ writing lives outside of educational or professional contexts. This paper aims to investigate the writing lives and teaching beliefs of five writing contest winners. Design/methodology/approach This qualitative study, which was guided by sociocultural theory and concepts such as literacy sponsorship, involved individual semi-structured interviews, questionnaires and writing and teaching artifacts. Findings Data analysis resulted in several themes describing participants’ writing lives: Writing Experiences, Writing Practices and Writing Attitudes. In addition, several themes emerged describing their teaching beliefs: Writing Assignments/Tools, Modeling and Credibility/Empathy/Vulnerability. Overlaps exist in the descriptions of their writing and teaching lives. Practical implications Teachers’ writing lives are valuable resources for instruction. It is recommended that teachers have opportunities to reflect on who they are as writers and what has shaped them. Teachers also need new experiences to expand their writing practices and strengthen their writing identities alongside fellow writers. More must be done to understand, nurture and sustain teachers’ writing. Originality/value This research expands the conversation on teachers as writers by involving writing contest winners, focusing on their writing lives and noticing how their writing experiences, practices and attitudes inform their teaching. This study suggests several ways to move forward in supporting teachers as writers, keeping in mind the social aspects of learning.
{"title":"Reflections on writing and teaching: a study of five writing contest winners","authors":"W. Williams","doi":"10.1108/etpc-08-2020-0103","DOIUrl":"https://doi.org/10.1108/etpc-08-2020-0103","url":null,"abstract":"\u0000Purpose\u0000English teachers who write have valuable expertise that can benefit students. Although there is a fair amount of research on teacher-writers, little is known about teachers’ writing lives outside of educational or professional contexts. This paper aims to investigate the writing lives and teaching beliefs of five writing contest winners.\u0000\u0000Design/methodology/approach\u0000This qualitative study, which was guided by sociocultural theory and concepts such as literacy sponsorship, involved individual semi-structured interviews, questionnaires and writing and teaching artifacts.\u0000\u0000Findings\u0000Data analysis resulted in several themes describing participants’ writing lives: Writing Experiences, Writing Practices and Writing Attitudes. In addition, several themes emerged describing their teaching beliefs: Writing Assignments/Tools, Modeling and Credibility/Empathy/Vulnerability. Overlaps exist in the descriptions of their writing and teaching lives.\u0000\u0000Practical implications\u0000Teachers’ writing lives are valuable resources for instruction. It is recommended that teachers have opportunities to reflect on who they are as writers and what has shaped them. Teachers also need new experiences to expand their writing practices and strengthen their writing identities alongside fellow writers. More must be done to understand, nurture and sustain teachers’ writing.\u0000\u0000Originality/value\u0000This research expands the conversation on teachers as writers by involving writing contest winners, focusing on their writing lives and noticing how their writing experiences, practices and attitudes inform their teaching. This study suggests several ways to move forward in supporting teachers as writers, keeping in mind the social aspects of learning.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87442550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-03DOI: 10.1108/etpc-09-2020-0123
Autumn A. Griffin, Jennifer D. Turner
Purpose Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve. Design/methodology/approach This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings. Findings The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth. Originality/value Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.
{"title":"Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness","authors":"Autumn A. Griffin, Jennifer D. Turner","doi":"10.1108/etpc-09-2020-0123","DOIUrl":"https://doi.org/10.1108/etpc-09-2020-0123","url":null,"abstract":"\u0000Purpose\u0000Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve.\u0000\u0000\u0000Design/methodology/approach\u0000This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings.\u0000\u0000\u0000Findings\u0000The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth.\u0000\u0000\u0000Originality/value\u0000Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80585770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.1108/etpc-09-2020-0112
S. Toliver, H. Hadley
Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.
{"title":"Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education","authors":"S. Toliver, H. Hadley","doi":"10.1108/etpc-09-2020-0112","DOIUrl":"https://doi.org/10.1108/etpc-09-2020-0112","url":null,"abstract":"\u0000Purpose\u0000This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life.\u0000\u0000\u0000Design/methodology/approach\u0000Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching.\u0000\u0000\u0000Findings\u0000The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness.\u0000\u0000\u0000Originality/value\u0000By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87172247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-20DOI: 10.1108/ETPC-05-2020-0047
Esther O. Ohito
Purpose This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s multimodal composition, which was created in response to a multipart literacy assignment on theorizing Blackness, is analyzed. Design/methodology/approach Afrocentricity served as both theoretical moor and research methodology. Qualitative case study, focusing on the case of an individual student, was the research method used. Findings Multimodal composition was an effective exercise for surfacing the multidimensionality of a student’s complex knowledge while simultaneously placing the student in the powerful position of theorist. The process of composing multimodally integrated reading, writing and speaking skills while revealing the focal student’s need for targeted writing intervention. Practical implications The study evidences multimodal composition as a useful exercise for capturing students’ nuanced interpretations or students’ critical theorizing as well as meaningfully incorporating and assessing students’ literacy skills. Originality/value Exposure to preexisting theory alone relegates students to the realm of passive knowledge consumers. This undermines the emancipatory and justice-oriented objectives of critical education, which ideally contributes to social change by challenging dominant power structures and distorted perspectives of marginalized persons. To be empowered agentic learners, students need to be both taught how to theorize and engaged as theorists. This study shows how multimodal composition can be used as a liberatory literacy tool for those intertwined pedagogical purposes.
{"title":"“Blackness is not just a single definition”: multimodal composition as an exercise for surfacing and scaffolding student theorizing in a Black Studies classroom","authors":"Esther O. Ohito","doi":"10.1108/ETPC-05-2020-0047","DOIUrl":"https://doi.org/10.1108/ETPC-05-2020-0047","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s multimodal composition, which was created in response to a multipart literacy assignment on theorizing Blackness, is analyzed.\u0000\u0000\u0000Design/methodology/approach\u0000Afrocentricity served as both theoretical moor and research methodology. Qualitative case study, focusing on the case of an individual student, was the research method used.\u0000\u0000\u0000Findings\u0000Multimodal composition was an effective exercise for surfacing the multidimensionality of a student’s complex knowledge while simultaneously placing the student in the powerful position of theorist. The process of composing multimodally integrated reading, writing and speaking skills while revealing the focal student’s need for targeted writing intervention.\u0000\u0000\u0000Practical implications\u0000The study evidences multimodal composition as a useful exercise for capturing students’ nuanced interpretations or students’ critical theorizing as well as meaningfully incorporating and assessing students’ literacy skills.\u0000\u0000\u0000Originality/value\u0000Exposure to preexisting theory alone relegates students to the realm of passive knowledge consumers. This undermines the emancipatory and justice-oriented objectives of critical education, which ideally contributes to social change by challenging dominant power structures and distorted perspectives of marginalized persons. To be empowered agentic learners, students need to be both taught how to theorize and engaged as theorists. This study shows how multimodal composition can be used as a liberatory literacy tool for those intertwined pedagogical purposes.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74652180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-18DOI: 10.1108/etpc-12-2019-0173
A. S. Flint, Rebecca Rohloff, Sarah Williams
Purpose Young children often enter formal schooling with a range of digital experiences, including using apps on tablets and engaging with interactive educational toys. The convergence and increased accessibility of digital resources has made it more convenient for young children to navigate multiple modes (e.g. words, images, sound and movement) as they construct meaning across many different texts. The purpose of the study is to examine affordances and choices when students compose multimodal texts. Design/methodology/approach Three lines of inquiry support this study: the social construction of writing practices, multiliteracies and multimodality and intertextuality. Data analysis used an iterative two-tiered process of reading, rereading and coding students’ multimodal compositions and supplemental field notes (Creswell, 1998; Strauss and Corbin, 1998). Findings Analysis of the 23 multimodal compositions revealed three significant findings related to choice and affordances of multimodal texts: the popularity of Minecraft as a topic choice based on the social interactions of students; semiotic concurrence and semiotic complementarity and sophisticated use of literary techniques (e.g. nonlinear structures, shifting point of view, asides and emojis) across the multimodal stories, particularly those that carried Minecraft themes. Originality/value Students’ intentionality with the modes in their compositions suggested they were fully aware of the “complexity, interrelatedness and interdependence between image [animation and sound] and language” (Shanahan, 2013, p. 213).
年幼的孩子通常会带着一系列的数字体验进入正规学校，包括在平板电脑上使用应用程序和参与互动教育玩具。数字资源的融合和可访问性的提高，使幼儿在跨越许多不同文本构建意义时，更方便地驾驭多种模式(例如文字、图像、声音和动作)。本研究的目的是考察学生撰写多模态文本时的辅助和选择。设计/方法/方法三个探究线支持本研究:写作实践的社会建构、多元素养、多模态和互文性。数据分析采用了阅读、重读和编码学生多模态作文和补充野外笔记的迭代两层过程(Creswell, 1998;Strauss和Corbin, 1998)。对23篇多模态作文的分析揭示了与多模态文本的选择和启示相关的三个重要发现:《我的世界》作为基于学生社交互动的主题选择的受欢迎程度;在多模态故事中，特别是那些带有《我的世界》主题的故事中，符号学的一致性和符号学的互补性以及文学技巧的复杂使用(例如非线性结构，转移观点，侧面和表情符号)。独创性/价值学生对作文模式的意向性表明，他们充分意识到“图像(动画和声音)与语言之间的复杂性、相互关联性和相互依赖性”(Shanahan, 2013, p. 213)。
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Pub Date : 2021-06-14DOI: 10.1108/ETPC-07-2020-0066
Christina L. Romero-Ivanova, Paul G. Cook, G. Faurote
Purpose This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011). Design/methodology/approach Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews. Findings The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper. Research limitations/implications The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis. Practical implications In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subjec
目的本研究以高中教师前教育学生对同伴数位故事的评价为中心。这项研究的目的是双重的:将数字讲故事作为一种识字实践带到课堂的最前沿，寻求特权学生的声音和经历，同时也概括了作者作为教师的不同经历和观点。作者试图了解师前教育考生如何使用数字叙事的七个要素来分析、理解同学的数字故事并从中获得意义(Dreon et al.， 2011)。设计/方法/方法以扎根理论(Charmaz, 2008)为框架，通过大学和高中教师的叙述性反思，解决和讨论了高中教师前教育项目候选人如何反思性地对同学的数字故事进行同行评议的问题。通过对同学数字故事的同行评议，学生们能够使用包含数字故事计划七个要素的数字故事指南来批评和提出建议。作者使用2018-2019年和2019-2020年队列的数字故事、数字故事指南和同行评审来发现新兴类别和主题，然后通过叙事分析来理解这些主题。这项研究通过同行评议的背景来研究学生的叙述。Dreon等人(2011年，第5页)指出，数字叙事的七个要素是观点、戏剧性问题、情感内容、声音的天赋、配乐的力量、经济和节奏，这些要素被用作编码学生在评估同龄人的数字故事时的反应的起点。基于21世纪技术是高度互动的差异化教与学方式的重要推动者(Greenhow et al.， 2009)这一前提，数字故事和学生反思性的同行评议实践是本文的基础方面。研究局限性/启示作者所做的研究是关于审查和分析学生对同学的数字故事的同行评论，因此作者没有进行实证研究。作者所做的是使用学生的人工物品(数字故事、数字故事指南和反思/同行评议)，让学生的真实声音和观点得以出现，而不会掺杂他们自己的观点。作者，作为老师，只是分析的工具。通过阅读本文，不同年级的教师将能够首先获得在课堂上使用数字讲故事的想法。其次，教师将能够获得实践工具来实现数字化讲故事。例如，作者引用的数字讲故事指南(图1)可以用于不同的学科领域，以帮助学生计划他们的故事。教师也将能够收集知识，利用学生的同行评议作为一种真实的评估。社会意义作者希望在撰写和发表这篇论文时，不同层次的教师和讲师，从K-12到高等教育，将把数字化讲故事作为一种教学和学习实践，在课堂上引发更深层次的对话，这种对话超越了教学环境的边缘和边界，进入社区和其他地方。作者希望其他人能利用讲故事、数字、口头、传统写作和其他方式的机会，激发对话，尊重学生的声音和生活。原创性/价值作者谈到了使用学生的关键事件作为故事开头的原始概念，这与之前专注于课程单元或学科领域内容的数字故事叙述研究不同。此外，由于作者使用了关键事件，这是一个进入学生生活和在课堂上建立融洽关系的切入点。
{"title":"Digital stories, material transformations: reflections of education students in a pre-teacher program","authors":"Christina L. Romero-Ivanova, Paul G. Cook, G. Faurote","doi":"10.1108/ETPC-07-2020-0066","DOIUrl":"https://doi.org/10.1108/ETPC-07-2020-0066","url":null,"abstract":"Purpose\u0000This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).\u0000\u0000\u0000Design/methodology/approach\u0000Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.\u0000\u0000\u0000Findings\u0000The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.\u0000\u0000\u0000Research limitations/implications\u0000The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.\u0000\u0000\u0000Practical implications\u0000In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subjec","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81298446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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