PhoneMe的混合意义:探索在线社交网络中的跨模态、基于地点的诗歌

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2022-12-05 DOI:10.1002/jaal.1274
Rachel Horst, Kedrick James, Esteban Morales, Yuya Takeda
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引用次数: 1

摘要

这篇研究论文探讨了职前教师如何在PhoneMe上参与基于跨模态地点的诗歌创作,PhoneMe是一个教育社交媒体平台,用于分享关于地点的诗歌和声乐表演。这部作品位于关于数字场所教育和理论学术的文献中,探索意义和模式的跨模态和不断变化的纠缠。在这篇论文中,我们分享了一项针对因新冠肺炎大流行而过渡到在线的核心教师教育扫盲课程教师候选人的研究调查结果。我们讨论了调查中参与者是如何参与跨模态诗歌的,以及他们感知到的诗歌意义和诗歌联系是如何随着每一种额外的模态而变化的。我们分享了我们的研究结果对教学的影响,以及从数据中收集到的在中学课堂上整合PhoneMe平台和教学法的想法。在讨论中,我们探讨了跨模态基于地点的数字诗歌如何成为一种独特的方式,将基于地点的教育、数字文学、社交媒体文学和诗歌教育结合在一起,以一种发自内心的、关系性的方式,与当代生活和课堂高度相关,无论是线上还是线下。
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The intermingled meanings of PhoneMe: Exploring transmodal, place-based poetry in an online social network
This research paper explores how preservice teachers engaged with the transmodal place‐based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place‐based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID‐19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place‐based digital poetry can be a unique way to draw together place‐based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline. [ FROM AUTHOR]
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
期刊最新文献
Issue Information Social annotation and dialogic teaching and learning in English language arts How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion
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