東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Critical multimodal composition: A q...

McCallum, Kathryn Eileen.

FindBook

Google Book

Amazon

博客來

Critical multimodal composition: A qualitative practitioner inquiry of digitally and critically oriented practices in an afterschool writing club.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical multimodal composition: A qualitative practitioner inquiry of digitally and critically oriented practices in an afterschool writing club./
作者:	McCallum, Kathryn Eileen.
面頁冊數:	343 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3635752
ISBN:	9781321170719

Critical multimodal composition: A qualitative practitioner inquiry of digitally and critically oriented practices in an afterschool writing club.
McCallum, Kathryn Eileen.

Critical multimodal composition: A qualitative practitioner inquiry of digitally and critically oriented practices in an afterschool writing club. - 343 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ed.D.)--University of Pennsylvania, 2014.

In the past decade, digital literacy has become an important topic in educational research as literate practices associated with digital technologies continue to broaden and diversify. Researchers and educators have identified new forms of situated literacy practices afforded by digital technologies. Critical approaches to practice and pedagogy of digital literacy have just recently entered the conversation through the genre of critical digital literacy.

ISBN: 9781321170719Subjects--Topical Terms:

517670
Educational technology.

Critical multimodal composition: A qualitative practitioner inquiry of digitally and critically oriented practices in an afterschool writing club.
LDR:03416nmm a2200325 4500 001 2066278
005 20151223084719.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321170719
035 $a (MiAaPQ)AAI3635752
035 $a AAI3635752
040 $a MiAaPQ $c MiAaPQ
100 1 $a McCallum, Kathryn Eileen. $3 3181057
245 1 0 $a Critical multimodal composition: A qualitative practitioner inquiry of digitally and critically oriented practices in an afterschool writing club.
300 $a 343 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: H. Gerald Campano.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2014.
520 $a In the past decade, digital literacy has become an important topic in educational research as literate practices associated with digital technologies continue to broaden and diversify. Researchers and educators have identified new forms of situated literacy practices afforded by digital technologies. Critical approaches to practice and pedagogy of digital literacy have just recently entered the conversation through the genre of critical digital literacy.
520 $a This study was conducted as a critically-oriented qualitative practitioner inquiry of an afterschool writing club in a suburban public middle school. Learning within the club focused on using dialogic engagement and digital multimodal composing practices to interrogate issues related to the question "What is power?" and the related power relationships in students' lives. Analysis was conducted using transcriptions of recorded conversations, anecdotal teaching memos, and samples of student work. The resulting text focuses on three main areas of this practice: the experience of critically oriented practitioner inquiry, conversations that surfaced as a result of this work, and related student digital and critical digital practices and texts.
520 $a The early chapters of this text examine thoughts and experiences in trying to initiate critical conversations and composition, the difficulties and rewards of doing critical work in this particular space, and the risks and tensions of critically oriented practitioner inquiry. Based on this experience, I then offer my new understandings of the tensions in, and of this particular practice, associated risks for students, and my emerging ideas about power dynamics in this afterschool space. This research additionally examines and interrogates the Discourses of disability and ability that surfaced through this work, and the ways in which the research started to impact my daily teaching practice.
520 $a The latter half analyzes student words and work through critical and digital lenses, focusing on conversations that surfaced in this space when talking about power relationships, and how the critical and digital orientation of the club impacted these discussions. The final data chapter is framed as a case study of the one-on-one conversations held with Neil, a student within the club, and critically oriented multimodal texts that he crafted using critical digital literacy practices.
590 $a School code: 0175.
650 4 $a Educational technology. $3 517670
650 4 $a Rhetoric. $3 516647
650 4 $a Education. $3 516579
690 $a 0710
690 $a 0681
690 $a 0515
710 2 $a University of Pennsylvania. $b Reading, Writing, Literacy. $3 3169856
773 0 $t Dissertation Abstracts International $g 76-01A(E).
790 $a 0175
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3635752