Railways, rebellions and Rage Against The Machine: adolescents' interests and meaning‐making in the creation of multimodal identity texts

Nagle, Joelle; Stooke, Rosamund

doi:10.1111/lit.12081

Cited by 13 publications

(15 citation statements)

References 13 publications

(21 reference statements)

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“…Extant research with older children also suggests that children's use of technologies is characterised by collaborative and abundant writing. For example, Nagle and Stooke () documented how 13‐ to 14‐year‐olds' composition of multimodal identity texts could bridge the students' in‐school and out‐of‐school writing practices. Future research could benefit by exploring the relationship between children's writing on screen and community literacy practices related to children's sign‐making (Lancaster, ) to specify the social function of children's writing on screen.…”

Section: Resultsmentioning

confidence: 99%

Systematic review of young children's writing on screen: what do we know and what do we need to know

et al. 2019

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Writing is part and parcel of children's active meaning‐making on and with screens, but it has been relatively neglected in the literature focused on children's digital literacies. This study synthesises existing empirical evidence focused on young children's (aged between 2 and 8 years) writing on screen and identifies the relationships between dominant themes in published literature and contemporary theories of children's technology use. A systematic literature review that included studies from diverse disciplines yielded 21 papers. Constant comparative analysis generated five themes that indicate four key directions for future research. We call attention to researchers' theoretical framing to supplement mono‐disciplinary approaches and single levels of analysis. We suggest that future research should provide greater specification of the purpose of children's writing on screen and the different types of tools and applications supporting the activity. We also highlight the need for interdisciplinary approaches that would capture the composing stages involved in the writing process with and around screens. Finally, we point out possible age‐related differences in documenting and reporting the composing process in classrooms. Overall, limitations in the current evidence base highlight the need for research conducted from a critical perspective and focused more directly on multimodality.

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Section: Resultsmentioning

confidence: 99%

Systematic review of young children's writing on screen: what do we know and what do we need to know

et al. 2019

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“…In contrast, in some studies, students’ FoI were not deliberately investigated by teachers but become apparent through students’ completed work (Charteris et al, 2018; Nagle & Stooke, 2016; Recchia & McDevitt, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…In one (described earlier) the pedagogical application was designed after identifying FoI (related to comics) shared by a group of boys (Ordóñez et al, 2018). In contrast, in a Canadian study, Nagle and Stooke (2016) described how pairs of students were able to draw on their FoI when they were allowed to choose a focus for investigation (within a broad topic) and to choose how to present their findings. Students’ “design decisions (were) increasingly informed by their awareness of modal affordances” (Nagle & Stooke, 2016, p. 161) and digital FoI, because, the authors argued, “participation in digital landscapes” (p. 158) was an important way that students expressed their identities.…”

Section: Resultsmentioning

confidence: 99%

“…In some studies, student work was presented as evidence of how drawing on students’ FoI affected them. Nagle and Stooke (2016) described multimodal student presentations to argue that space can be created in schools in which students mobilize out-of-school identities for school-initiated activities. Poole (2017b) showed avatars designed by students to argue that these can be used as strategies for detecting students’ FoI and enacting progressive education.…”

Section: Resultsmentioning

confidence: 99%

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A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

Hogg

Volman

2020

Review of Educational Research

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This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education. FoI theory aims to complement the funds of knowledge conceptual framework that draws attention to knowledge and competences of minoritized students. FoI theory is distinctive because of its focus on funds that are personally meaningful for students. The concept of FoI and its relationship with funds of knowledge scholarship are described, followed by an analysis of insights from FoI empirical research: (1) methodological tools that researchers have developed to identify students’ FoI and (2) pedagogical approaches utilized to connect to students’ FoI. Finally, the review offers an examination of evidence that research has yielded for effects that result from making links to students’ FoI, and makes recommendations for future work.

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“…Whilst important, reading and writing are not the only literacy skills that adult learners need to attain in today's world. Nagle & Stooke (2016) note that "multimodal design elements are never found in isolation although one element may be privileged in a meaning-making event, and designers make decisions based on shared assumptions about what is appropriate for a given medium" (p. 159). They give the example that in an academic journal article, for example, linguistic modes are privileged.…”

Section: Multimodalities and Learningmentioning

confidence: 99%

Using a multiliteracies approach to foster critical and creative pedagogies for adult learners

Holloway

Gouthro

2020

Journal of Adult and Continuing Education

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Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educators to consider, particularly given the increasing need to attend to learning issues pertaining to globalization, diversity, and the impact of new technologies. Data from the interviews are combined with an analysis of the literature to explore the benefits offered by a multiliteracies approach by considering four main areas: lifelong learning and multimodalities; opportunities for engagement for English as Additional Language learners; new digital technologies and multiliteracies; and multiliteracies’ emphasis on social justice. The article concludes with a consideration of the potential for multiliteracies to inform educators working in a range of adult learning contexts.

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Railways, rebellions and Rage Against The Machine: adolescents' interests and meaning‐making in the creation of multimodal identity texts

Cited by 13 publications

References 13 publications

Systematic review of young children's writing on screen: what do we know and what do we need to know

Systematic review of young children's writing on screen: what do we know and what do we need to know

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

Using a multiliteracies approach to foster critical and creative pedagogies for adult learners

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