Developing a Transliteracies Framework for a Connected World

Autor/inn/en	Stornaiuolo, Amy; Smith, Anna; Phillips, Nathan C.
Titel	Developing a Transliteracies Framework for a Connected World
Quelle	In: Journal of Literacy Research, 49 (2017) 1, S.68-91 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X16683419
Schlagwörter	Multiple Literacies; Transfer of Training; Inquiry; Models; Learning Processes; Epistemology; Learning Theories; Educational Researchers + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Analogiemodell; Learning process; Lernprozess; Erkenntnistheorie; Learning theory; Lerntheorie; Erziehungswissenschaftler; Erziehungswissenschaftlerin
Abstract	This article introduces a transliteracies framework to conceptually account for the contingency and instability of literacy practices on the move and to offer a set of methodological tools for investigating these mobilities. Taking the paradox of mobility--the simultaneous restricting or regulation of movement that accompanies mobility--as its central dialectic, a transliteracies framework functions as a flexible heuristic for attending to how meaning making and power are intertwined in and distributed across social and material relationships. We argue that a transliteracies framework encompasses two primary dimensions of mobile literacy practices: (a) the everyday activity of creating, maintaining, and disassembling associations across movements of people and things (indicated by the prefix "trans-") and (b) the dynamic and material nature of meaning making in activity (indicated by the plural root word "literacies"). To trace the emergent and consequential ways mobilities are managed within and across systems, we introduce four analytical tools for inquiry: emergence, uptake, resonance, and scale. These inquiry tools address the paradox of mobility by highlighting the systemic dimensions of practice that create and perpetuate inequities. We argue that these transliteracies tools facilitate an inquiry stance that positions researchers to attend to people's emic meaning-making processes, work to balance multiple perspectives, account for privilege and position, question normative assumptions and beliefs, and engage in and value multiple ways of knowing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01