Making Space: Complicating a Canonical Text Through Critical, Multimodal Work in a Secondary Language Arts Classroom

Dallacqua, Ashley K.; Sheahan, Annmarie

doi:10.1002/jaal.1063

Cited by 14 publications

(6 citation statements)

References 21 publications

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“…For example, students of color and students with diverse gender and sexual identities can physically enter the classroom, but books by, for, and about them cannot, due to teacher censorship and/or state mandate (Boyd et al, 2021;Moeller & Becnel, 2020). Educators increasingly bring youth literature into classrooms around the United States, but the texts are often judged based on their ability to align with canonical texts or state standards, rather than how they might provide students a place to dream and exist in the literature classroom (Dallacqua & Sheahan, 2020;Rybakova & Roccanti, 2016). Canonical texts are taught to ensure commensurability and promote a shared cultural heritage (Coles, 2013), but the texts often uplift White, cisgendered, able-bodied, wealthy American men as the only beings whose cultural heritage is of worth (Toliver & Hadley, 2021a;Miller & Worlds, 2021).…”

Section: Derridean Hospitalitymentioning

confidence: 99%

The Monstrous Hospitality of Canonical Text Selections: The Need for a Hospitable Literacy Framework

Hadley,

Toliver

2023

Journal of Literacy Research

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Recent political excursions into classroom text selections by local and national politicians and pundits have made teaching canonical texts more appealing to many school districts and teachers. In this study, we used conceptions of Derridean hospitality alongside monster theory to examine what common canonical texts teach students about who is welcome and worthy of hospitality in American society and who is viewed as wholly monstrous and outside the bounds of hospitality. The results of our critical content analysis revealed that in commonly taught canonical novels, identity categories like race and gender shape determinations of who is welcome and who is othered. The findings suggest that critical readings of canonical texts cannot offer a hospitable welcome to marginalized and othered youth in ELA classrooms. Instead we offer a hospitable literacy approach to text selection in ELA classrooms.

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Section: Derridean Hospitalitymentioning

confidence: 99%

The Monstrous Hospitality of Canonical Text Selections: The Need for a Hospitable Literacy Framework

Hadley,

Toliver

2023

Journal of Literacy Research

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“…Previous research has examined how adolescents interpret literature through digital multimodal composition, considering, for example, students’ compositions from novels to slide shows (Jocius, 2013; Ringler et al, 2014) as well as canonical drama texts to spoken-word performances (Anglin & Smagorinsky, 2014) and digital video compositions (Dallacqua & Sheahan, 2020; Vasudevan et al, 2010). Scholars have also studied the fusion of popular culture texts with canonical literature (e.g., Bowmer & Curwood, 2016; Burn, 2021), students’ digital story compositions in response to historical fiction (Kesler et al, 2016), and adolescents’ perspectives on their multimodal composing goals and designs when creating digital projects in response to renowned short stories (Smith, 2018).…”

Section: Digital Multimodal Responses To Poetry: a Literature Reviewmentioning

confidence: 99%

The Heartbeat of Poetry: Student Videomaking in Response to Poetry

Höglund

2022

Written Communication

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This article contributes to an emerging body of scholarship on multimodal composition in the poetry classroom through a study of Finnish lower secondary students’ digital videomaking in response to poetry. The study explores students’ use of semiotic resources in their interpretive work in transmediating a poem into a digital video, with a particular interest in their use of sound elements. Based on social semiotic theory of multimodality, the analysis shows how the students in a variety of ways used sound elements, together with other semiotic resources, to explore their interpretation of the poetic text. Sound elements in particular became a key resource in the interpretive work, giving the students the opportunity to elaborate on topical issues of interest and importance to them while reinforcing their social agency. The study demonstrates the relevance of sound elements in students’ digital composing and explorations of poetry. Furthermore, it reveals how the students showed a capacity as well as a willingness to act, to have influence, and to make substantiated claims for recognition regarding critical issues related to sexuality and society.

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“…While using non-traditional texts in classroom spaces does have the potential to positively disrupt educational norms (Dallacqua, 2016;Dallacqua & Sheahan, 2020;Kersten & Dallacqua, 2107), simply including a non-traditional text into the classroom does not necessarily mean that traditional literacy practices will be disrupted. Comics, as well as other forms of text, are not a proverbial magic bullet that will change or improve literacy merely by being included in the classroom.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Teaching with Comics for the First Time

Kachorsky¹,

Reid

2022

S & S

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This research project examines the literacy practices that developed and were implemented around the comics medium when two secondary teachers (one AP Science and one AP English) used graphic novels for the first time in their classroom instruction. Drawing from the view of literacy as a social practice, the researchers used ethnographic methods to examine the two case study classrooms. Using constant comparative analysis and interpretive analysis, the researchers identified six literacy practices the teachers used to teach with and about the graphic novels including Q&A, lecture, answering multiple choice questions, reading out loud, writing about comics, and drawing comics.

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Making Space: Complicating a Canonical Text Through Critical, Multimodal Work in a Secondary Language Arts Classroom

Abstract: Tenth-grade students used a contemporary graphic novel and William Shakespeare's Hamlet to create a multimodal composition speaking back to the ways in which power and privilege operate in these texts.

Cited by 14 publications

References 21 publications

The Monstrous Hospitality of Canonical Text Selections: The Need for a Hospitable Literacy Framework

The Monstrous Hospitality of Canonical Text Selections: The Need for a Hospitable Literacy Framework

The Heartbeat of Poetry: Student Videomaking in Response to Poetry

Teaching with Comics for the First Time

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