Karen: Stigmatized social identity and face-threat in the on/offline nexus

Blitvich, Pilar Garcés-Conejos

doi:10.1016/j.pragma.2021.11.012

Cited by 18 publications

(1 citation statement)

References 28 publications

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“…Following Hine's (2013) realising that, in her ethnographic work in classrooms, the digitalized online world of students could no longer be ignored, this study firmly subscribes to understanding students' online doings as acts that cannot and should not be regarded as separate, ancillary, or even worse, inferior to their offline daily classroom doings. Rather, this case study of L1 teaching and learning on how to reason about historical literature through a software-based digital learning method should be seen as part of an emergent ethnographic endeavour that understands students as part of a post-digital world where their doings are inescapably rooted in an online-offline nexus (see also Blitvich, 2022). When your field -in this case the teaching-learning process in the classroom-'goes online' (see also Blommaert & Dong, 2019), as an ethnographer, you must follow and adapt your methodological toolkit to make it fit novel, unexpected circumstances brought in by the digital.…”

Section: Toward An Ethnography Of Classroom Doings At the Online-offl...mentioning

confidence: 99%

What happens when students engage in learning how to reason about Dutch historical literature in a digital game?

Van Keulen,

Spotti

2024

L1-ESLL

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L1 teachers expect quite a lot from their students when dealing with L1 literature. It is therefore important that teachers adequately equip them in developing their skills in reading, understanding, and reflecting on literature. But what happens when a digital method is used to achieve this all? As part of her PhD-research, Renate van Keulen developed a digital game to teach students how to reason about and with historical literature. Looking at the implementation of this game, this contribution tackles two main issues at hand in her class. First, we examine the effects of digitalization of literature teaching based on students’ assignments and evaluations. Second, based on an ethnographic interpretive inquiry focused on the teaching of literature via this digital method, we advance some considerations on what is gained and what is lost by these students when approaching reasoning about literature at the online-offline nexus. We conclude by reflecting on the current position of L1 teaching and the implications that digitalization and game-based learning platforms may have for students’ ownership of how to reason about literature.

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Section: Toward An Ethnography Of Classroom Doings At the Online-offl...mentioning

confidence: 99%