Reporting or Reconstructing?  The Zine as a Medium for Reflecting on Research Experiences

Vong, Silvia

doi:10.15760/comminfolit.2016.10.1.15

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…SFL members came together to discuss and rework stories in their own periodicals published within their community. They became a tool for women in particular to critique and reimagine popular stories from a feminine point of view, or to feature leading female characters (Radway, 2011;Vong, 2016).…”

Section: Radical Roots: a Brief History Of Zinesmentioning

confidence: 99%

Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes

et al. 2021

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This paper presents a unique method for documenting and reflecting learning in interdisciplinary science learning settings, which prioritises the perspectives of marginalised learners and which may be used across cultural contexts. Short for “magazine” or “fanzine,” zines are small DIY booklets which can contain poetry, narrative, drawings, comics, collage and more. Often associated with radical or alternative cultures, they can become a kind of self-made soapbox for the creator, a material artifact that, by its very deconstructed and deconstructing nature, encourages a personalised remixing of ideas. Within this paper, we examine the practical and pedagogical positioning of zines within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) context. As both a visual and text-based artifact, a zine is uniquely capable of capturing broad responses to diverse learning experiences which blur disciplinary boundaries and offers an inclusive and firmly emancipatory approach to reflective practice.

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Section: Radical Roots: a Brief History Of Zinesmentioning

confidence: 99%

Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes

et al. 2021

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“…It is therefore important to communicate that their reflection should center on their interpretation of the concepts introduced during the course so far and concepts from the archival instruction session. 131 One or two students creating a single page for a class-produced 'zine is a low-stakes introduction to reflection in a different format. It is also a way for both teaching faculty and the instruction archivist to assess what the students have learned.…”

Section: An Example Of Decolonial Archival Instructionmentioning

confidence: 99%

Reimagining Instruction in Special Collections: The Special Case of Haiti

Warren¹

2020

The American Archivist

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A growing body of literature has developed around critical archival instruction and archivists as educators. This development demonstrates the pedagogical evolution beyond show-and-tell sessions to critical approaches in archival instruction and specific standards in archival literacy. This article provides a cross-disciplinary discussion of an approach to archival instruction. Also included is a reimagined instruction session using a fragmentary collection from the Saint-Domingue/Haiti colonial administration. Stories of the enslaved are usually marked by death and brutality. But Haiti's is a story of triumph; though fleeting, a victory nonetheless. When instructors decolonize archival instruction, they bring the past into the present and the future. The Haitian Revolution was a large-scale revolt by enslaved Africans, and it was also directly connected to the expansion of the United States. Archival instructors should encourage students to reimagine the stories told from the Saint-Domingue colonial administration collection and from any colonial collections that may be under their care.

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Reporting or Reconstructing? The Zine as a Medium for Reflecting on Research Experiences

Cited by 2 publications

References 20 publications

Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes

Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes

Reimagining Instruction in Special Collections: The Special Case of Haiti

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