Looking at the <i>Next</i> 20 Years of Multiliteracies: A Discussion with Allan Luke

Garcia, Antero; Luke, Allan; Seglem, Robyn

doi:10.1080/00405841.2017.1390330

Cited by 41 publications

(31 citation statements)

References 3 publications

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“…The ways that commercial actors are able to shape educational policy in line with their own interests are well recognised (e.g. Ball, 2012Ball, , 2017Garcia et al, 2018). As this article demonstrates, though the current way of framing digital skills may favour the commercial sector and fit with governments who wish to use technology as a way to offer more efficient public services, this framing does not reflect the ways that the 158 R. Eynon interviewees are talking about their own skills in using technologies, or reflect what they wish to learn in future.…”

Section: Questioning the Role Of The Commercial Sectormentioning

confidence: 99%

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

Eynon

2020

British Educational Res J

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The development of digital skills for all is a key focus of many educational policies across the globe. Despite the significant attention paid to the nature and suitability of such policies targeted at young people, there has been far less focus on digital skills policies targeted at adults. This article contributes to this literature. It outlines current digital skills policy in England. Having established this background, it analyses 30 interviews with digitally competent adults from lower socioeconomic backgrounds about their experiences of learning to use the Internet. In doing so, the article highlights that a narrow and instrumental digital skills agenda is emerging in the education of adults, driven by the needs of the commercial sector, that is in stark contrast to the experiences, motivations and hopes of adults who learn about, and use, digital technologies. Reframing digital skills as part of a broader adult education agenda may offer a way to facilitate the development of digital literacies that individuals seek.

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Section: Questioning the Role Of The Commercial Sectormentioning

confidence: 99%

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

Eynon

2020

British Educational Res J

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“…From multimodal political activism, such as mobilization through hashtags (Tufekci, 2017), to forms of fandom and civic participation (Hinck, 2019;Jenkins, Shresthova, Gamber-Thompson, Kligler-Vilenchik, & Zimmerman, 2016), digital tools have expanded local and global participation in civic life. The dimensions of reading have significantly expanded, as new literacies and multiliteracies research has revealed over more than two decades (e.g., Garcia, Luke, & Seglem, 2018;Knobel & Lankshear, 2007;The New London Group, 1996).…”

Section: A Vision Of Literacy Responsive To Today's Civic Challengesmentioning

confidence: 99%

“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework

Garcia¹,

Mirra²

2019

BRE

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This manuscript examines how national reading policies in the United States shape specific kinds of civic identities for K-12 students. We engage in a thematic discourse analysis of two contemporary national policy documents-the Common Core State Standards (CCSS) and the National Assessment of Educational Progress (NAEP) Reading Framework-to understand the ways citizenship is defined and constructed at the national level. By reading these documents for how they conceptualize civic-based educational outcomes, we interrogate the disconnects between this language and the civic contexts-and potential outlets for civic action-that young people are navigating in the United States today. We examine how seemingly benign policy documents define citizenship in increasingly narrow visions of individualist passivity, and how such definitions run counter to the expansive visions necessary to honor the lived experiences of young citizens of color. Our analysis highlights how these policy documents structure literacy practices, including the variety of texts that students encounter, opportunities to analyze those texts, and specific forms of engagement with media and messages found in society, in ways that stymie a Freirian reading of the word and the world. Ultimately, we suggest how educators might work within the limited pedagogical spaces of these policies toward liberatory ends.

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“…And in today's tumultuous social and political landscape, Luke (Garcia et al, 2018) prompts us to remember the importance of Freire's (2000) push for students and teachers to read and write the world.…”

Section: Multiliteraciesmentioning

confidence: 99%

Black Male Students Negotiate Ways of Knowing Themselves During Digital Storytelling

Beucher¹,

Seglem²

2019

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We explore how valuing Black male students’ literacies within academic contexts during multimodal writing can position students’ ways of knowing at the center of their learning. This centering requires a repositioning of students’ cultural literacies at the core of instruction. Using multiliteracies and Critical Discourse Analysis frameworks, we analyze and share excerpts from conversations with three Black adolescent high school seniors as they composed and reflected upon authoring digital autobiographies for an assignment in their Black Literature class. These reflections illuminate how the students drew on culturally salient texts to share elements of themselves with their peer and teacher audience.

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Looking at the Next 20 Years of Multiliteracies: A Discussion with Allan Luke

Cited by 41 publications

References 3 publications

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework

Black Male Students Negotiate Ways of Knowing Themselves During Digital Storytelling

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