Aesthetic Literacies: A Multi-Method Study of Youth Textual Interpretation and Social Justice in a Digital Learning Ecology

Autor/in	Storm, Scott
Titel	Aesthetic Literacies: A Multi-Method Study of Youth Textual Interpretation and Social Justice in a Digital Learning Ecology
Quelle	(2023), (362 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New York University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4460-7
Schlagwörter	Hochschulschrift; Dissertation; Literacy Education; Electronic Learning; Summer Programs; Youth Programs; Reading; Aesthetics; Writing (Composition); Social Justice; Speech + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sommerkurs; Jugendsofortprogramm; Leseprozess; Lesen; Ästhetik; Schreibübung; Soziale Gerechtigkeit; Speaking; Sprechen
Abstract	This dissertation is a multi-method study that engaged youth in a digital learning ecology called Literacy Scholars for Justice and focused on critical aesthetic textual interpretation. I employ a queer methodology as the dissertation study's overarching methodological framework. I collected data in a virtual learning ecology during a two-year summer literary salon by drawing on critical approaches to Design Research. The dataset for the full dissertation included transcripts and recordings of the salon sessions, verbal protocols of youth interpreting texts, semi-structured interviews, and participant writing conferences as well as participants' writing and researcher field notes. To analyze these data I employed quantitative, qualitative, and interpretive methods including tools from computational stylistics, machine learning, grounded theory, discourse analysis, and literary close reading. I found that youth engaged in aesthetic literacies through reading, talk, and writing. In reading and interpretation youth employed stances and practices at various interpretive scales to analyze aesthetic forms. In talk, youth discursively constructed distinct interpretive communities which developed over time. In writing youth employed a collective compositional repertoire of moves that pushed the group toward future-oriented understandings of social justice by engaging with the queer aesthetic imagination. This study contributes to knowledge of learning ecologies, social justice, and literacies and has broad implications for teaching and learning about the power of aesthetics and social justice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01