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Knowing ourselves and making ourselv...

DeJaynes, Tiffany Ann.

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Knowing ourselves and making ourselves known: Exploring multimodal literacies and learning with adolescents.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Knowing ourselves and making ourselves known: Exploring multimodal literacies and learning with adolescents./
作者:	DeJaynes, Tiffany Ann.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3564.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424943
ISBN:	9781124254210

Knowing ourselves and making ourselves known: Exploring multimodal literacies and learning with adolescents.
DeJaynes, Tiffany Ann.

Knowing ourselves and making ourselves known: Exploring multimodal literacies and learning with adolescents. - 220 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3564.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

Informed by sociocultural studies of literacy and multimodality, this dissertation study explored what happens when multiple modalities for representation and meaning-making are made a part of the curriculum of an English Language As classroom in an urban public high school subject to high-stakes assessments. In doing this research, I employed teacher inquiry methodologies to examine how a purposeful, multimodal improvisational pedagogy that included media play, blogging, and social networking reshaped pedagogical practices and relationships.

ISBN: 9781124254210Subjects--Topical Terms:

1018115
Education, Language and Literature.

Knowing ourselves and making ourselves known: Exploring multimodal literacies and learning with adolescents.
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500 $a Adviser: Lalitha Vasudevan.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2010.
520 $a Informed by sociocultural studies of literacy and multimodality, this dissertation study explored what happens when multiple modalities for representation and meaning-making are made a part of the curriculum of an English Language As classroom in an urban public high school subject to high-stakes assessments. In doing this research, I employed teacher inquiry methodologies to examine how a purposeful, multimodal improvisational pedagogy that included media play, blogging, and social networking reshaped pedagogical practices and relationships.
520 $a Multimodal pedagogics, which moved beyond merely the integration of technologies into curriculum, helped to deconstruct binaries of in-school/out-of-school and online/offline and foreground the fluidity of youths' literacy practices in their everyday lives. Explicitly inviting emerging literacy practices into my classroom positioned youth as knowers across a range of spaces---as designers, composers, and media producers. Exploring literacy across classroom and online spaces offers possibilities for new kinds of writing, communication, and ways of knowing and making known. Thus, the inquiry and pedagogy I imagined with youth across the multiple spaces we inhabited, shared, critiqued and designed offered many possibilities for reimagining literacy education.
520 $a This study has implications for rethinking authoring and composing practices and for new ways of looking at audience. Studying multimodal composing within the space of the classroom and then seeing how adolescents composed texts across a range of spaces for representations and affiliation demonstrated just how much the world of writing is so much more than words. This dissertation thus offers implications for how we see writing and the teaching of writing in our participatory, multimodal world. It contributes to our understanding of the hybrid, multimodal and unmistakably complex literacy practices of adolescents.
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