"You're Like Yourself": Multimodal Literacies in a Reading Support Class

Autor/inn/en	Wissman, Kelly; Costello, Sean; Hamilton, Diane
Titel	"You're Like Yourself": Multimodal Literacies in a Reading Support Class
Quelle	In: Changing English: Studies in Culture and Education, 19 (2012) 3, S.325-338 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2012.704583
Schlagwörter	Adolescents; Males; Literacy Education; Novels; Computer Software; English Instruction; Learning Modalities; Technology Uses in Education; Teaching Methods; Reading Instruction; Cartoons; Grade 8; Language Arts; Observation; Interviews; Scripts; Vignettes + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Novel; Roman; English langauage lessons; Englischunterricht; Lernumgebung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Zeichentrickfilm; School year 08; 8. Schuljahr; Schuljahr 08; Sprachkultur; Beobachtung; Interviewing; Interviewtechnik; Skript
Abstract	This article explores the experiences and literacy practices of an adolescent boy enrolled in an academic support class, in which students received an open-ended invitation to respond to S.E. Hinton's novel "The Outsiders" with the software programme Comic Life. In constructing this "telling case", we highlight how traditional print literacies associated with English instruction can construct school as a "contradictory symbolic space" for many students, but also how the introduction of the multimodalities can provide opportunities for adolescents to experience in-school literacies as social, performative and creative. We argue for re-envisioning literacy curricula and assessment not only to incorporate multimodalities, but also to provide students with instruction in writing conventions and practice with print in ways that serve larger purposes beyond remediation and test preparation. We posit the possibility for "complementary symbolic spaces" that are connected to the landscape of adolescent literacies that students traverse outside school and to students' desires to communicate, create and reach others within a range of discourse communities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01