The Social Production of Adolescent Risk and the Promise of Adolescent Literacies

Vasudevan, Lalitha; Campano, Gerald

doi:10.3102/0091732x08330003

Cited by 62 publications

(47 citation statements)

References 108 publications

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“…Contrary to popular discourse about their literacies (see Vasudevan & Campano, 2009), U.S. young adults between the ages of 18 and 29 are more likely to have read a book last week or last year than those over the age of 30 (Zickuhr & Rainie, 2014). Less is known about how young adults develop their reading lives beyond formal schooling.…”

Section: Affect and Adolescents' Online Literaciesmentioning

confidence: 95%

The Role of Affect in Adolescents’ Online Literacies: Participatory Pressures in BookTube Culture

Ehret¹,

Boegel²,

Manuel-Nekouei³

2018

J Adolescent & Adult Lit

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Outside of compulsory schooling, adolescents become more responsible for maintaining their reading lives together, which is consequential for educators wishing to foster student identities as lifelong readers, writers, and digital designers. The authors describe the role of affect in a youth‐driven, online participatory culture, BookTube, in which participants are largely young adults just beyond compulsory school age. Analysis draws on poststructural conceptions of affect as distinct from emotion to develop the concept of participatory pressures. Participatory pressures complicate understandings of youth‐generated online cultures, showing specifically how BookTube's aesthetic norms create and maintain feelings of pressure about what style and content count. At the same time, participatory pressures contribute to BookTubers’ development of individual styles that attract viewers, such as using humor in playfulness and social critique. Implications consider how literacy educators may better prepare youths for affective experiences of maintaining shared reading lives in online participatory cultures.

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Section: Affect and Adolescents' Online Literaciesmentioning

confidence: 95%

The Role of Affect in Adolescents’ Online Literacies: Participatory Pressures in BookTube Culture

Ehret¹,

Boegel²,

Manuel-Nekouei³

2018

J Adolescent & Adult Lit

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“…Chief among their ongoing reflective and multimodal analysis were their perceptions of how teachers viewed them and their practices, echoing the persistent tropes of risk embedded in schooling discourses (VASUDEVAN; CAMPANO, 2009). TJ, Cyrus, Romeo, Jamal, and Shawn wished to be "seen" for who they were or could be; these were narratives that were constantly animated in our group conversations that often held onto the possibility of the "not yet".…”

Section: Am Who I Am Not Yetmentioning

confidence: 96%

Literacies in a participatory, multimodal world: the arts and aesthetics of Web 2.0 DOI - 10.5752/P.2358-3428.2013v17n32p137

Vasudevan

2015

Scripta

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In this article, a multimodal framework of literacies is engaged to call attention to the aesthetic aspects of adolescents' media making and identity explorations. Data from two studies are shared to offer complementary portraits of youth engaged with various technologies and media in two different out-ofschool settings. Both young men crafted forms of participation into their respective teaching and learning contexts through personal engagements with digital technologies that are becoming increasingly common features in adolescents' communicative landscapes. Meaning is found, therefore, in the nature of the young men's playful interactions with a variety of expressive modalities and not only in final compositions or texts.Recommendations to incorporate media play and personal explorations with technologies into language arts curricula are made in the conclusion.Keywords: Multimodality. Adolescents. Media. Play. Aesthetics. * 1Assistant Professor of Technology and Education at Teachers College, Columbia University.I am who I am not yet. (Maxine Greene, 1996) Sitting in front of a large Mac monitor, with his right hand on the mouse, twelve year-old TJ clicked through a variety of animation effects until he found one that applied a slow motion filter to the selected video clip. With another swift click of the mouse, TJ stretched a three-second clip into an eight-second rendition of his brother's flight through the air and ultimate fall from the playground's zip line. As he watched the clip repeatedly, TJ broke into fits of high pitched giggles that I had quickly come to love soon after I first met him over a year earlier. This was the first time that TJ had used iMovie, but not the first time using video editing software; that introduction occurred a month earlier as he experimented with 137 SCRIPTA, Belo Horizonte, v. 17, n. 32, p. 137-154, 1º sem. 2013Windows MovieMaker while seated under a pavilion in the park, with my laptop on his lap. TJ had earned a reputation among our group of five middle grade boys for being a gifted multimedia storyteller. Over the course of the fifteen months we all met together, he produced several multimedia artifacts using photographs, video, and audio that we had created as a group. The clip of his little brother, which he edited with the "slo-mo" effect, found its way into a short, satirical piece entitled "Sibling Mutiny". TJ was an artful storyteller who also possessed a sharp wit, which was evident in his many compositions including a multimedia treatise on the educational possibilities of our group, precisely because we were located outside of school; a visual essay about the possible stories that different pieces of trash might hold; and the dialogic cacophony to be found in the spaces between teachers' words and the everyday social practices of youth.The topic of teacher-student disjuncture echoed throughout many of the multimodal texts produced within the out-of-school storytelling project TJ was a part of, along with four of his peers. Chief among their ongoing ...

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“…Hall ' s ( 1904 ) concepts remain prevalent in millennial literature, which depicts adolescents as evolutionary "stock characters in popular narratives" (Lesko, 2001 , p. 1) who occupy the transitory space between childhood and adulthood (Lesko, 2001 ;Vasudevan & Campano, 2009 ). Within this context of containment and control, adolescents are judged through an increasingly narrow set of metrics.…”

Section: Social Constructions Of Riskmentioning

confidence: 99%

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Broderick¹

2014

J Adolescent & Adult Lit

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The Social Production of Adolescent Risk and the Promise of Adolescent Literacies

Cited by 62 publications

References 108 publications

The Role of Affect in Adolescents’ Online Literacies: Participatory Pressures in BookTube Culture

The Role of Affect in Adolescents’ Online Literacies: Participatory Pressures in BookTube Culture

Literacies in a participatory, multimodal world: the arts and aesthetics of Web 2.0 DOI - 10.5752/P.2358-3428.2013v17n32p137

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