Affinity Spaces, Literacies and Classrooms: Tensions and Opportunities

Autor/inn/en	Magnifico, Alecia Marie; Lammers, Jayne C.; Fields, Deborah A.
Titel	Affinity Spaces, Literacies and Classrooms: Tensions and Opportunities
Quelle	In: Literacy, 52 (2018) 3, S.145-152 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12133
Schlagwörter	Multiple Literacies; Audiences; Classroom Techniques; Criticism; Teaching Methods; Literacy Education; Computer Mediated Communication; Creativity; Learning Theories; Intervention; Student Participation; Learner Engagement + Suchen Sie Ihr Suchwort? Spectator; Zuschauer; Klassenführung; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Kreativität; Learning theory; Lerntheorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call "user-generated content affinity spaces" -- interest-based spaces that focus on creating and sharing self-made content. Such spaces focus on "processes" of developing users' creations and sharing the "products" with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user-generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01