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Artículos de revistas sobre el tema "Place literacies"

Autor: Grafiati

Publicado: 28 de noviembre de 2024

Última modificación: 31 de julio de 2025

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1

Somerville, Margaret. "Place literacies." Australian Journal of Language and Literacy 30, no. 2 (2007): 149–64. http://dx.doi.org/10.1007/bf03651788.

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Carlo, Rosanne. "Keyword Essay: Place-Based Literacies." Community Literacy Journal 10, no. 2 (2016): 59–70. http://dx.doi.org/10.1353/clj.2016.0006.

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3

Yoon, Bogum, and Amy Price Azano. "Critical Global Literacies: A Place for Local in Critical Global Literacies." English Journal 108, no. 3 (2019): 108–10. http://dx.doi.org/10.58680/ej201929981.

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4

Downey, Adrian, Rachael Bell, Katelyn Copage, and Pam Whitty. "Place-Based Readings Toward Disrupting Colonized Literacies: A Métissage." in education 25, no. 2 (2019): 39–58. http://dx.doi.org/10.37119/ojs2019.v25i2.443.

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Working from the premise that learning to live well in our places is quickly becoming a necessity of human survival, in this article we weave together divergent experiences of our shared place, the Wabanaki Confederacy or Eastern Canada, and literatures and literacies of that place. This article is methodologically framed using the concept of “métissage” as it has been taken up in Canadian curriculum studies as a form of intertextual life writing. Through our métissage, we are ultimately concerned with theorizing the idea of reading place—making sense of the ways in which settler colonialism h

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5

Green, Monica. "Transformational design literacies: children as active place-makers." Children's Geographies 12, no. 2 (2013): 189–204. http://dx.doi.org/10.1080/14733285.2013.812305.

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Panther, Leah, and Caitlin Hochuli. "Looking for It: Language, Literacy, and History in Place." Georgia Journal of Literacy 46, no. 1 (2024): 34–48. http://dx.doi.org/10.56887/galiteracy.138.

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Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and co

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Herbert, Pat, and Clinton Robinson. "Another Language, Another Literacy?" Written Language and Literacy 2, no. 2 (1999): 247–66. http://dx.doi.org/10.1075/wll.2.2.03her.

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Recent concern about the nature of different literacies points to the need to examine the place of language in differentiating literacies, as a factor which shapes the nature of literacy acquisition and practices. This paper looks at evidence for the relationship between languages and literacies, their purposes, and social meanings, in the multilingual context of Northern Ghana. After describing the characteristics of this multilingualism, the paper reports observed literacy practices in the religious, economic, personal, and "meetings" domains, in an attempt to understand how multilingual usa

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8

Nguyen, Tran, and Vivek Vellanki. "Decentering the Adult Gaze: Young Children’s Photographs as Provocations for Place-Making." Language Arts 99, no. 4 (2022): 227–39. http://dx.doi.org/10.58680/la202231740.

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Drawing on more-than-human literacies and visual methods, this article demonstrates how children’s images can decenter adult conceptualizations of “place” and be provocations for place-conscious education.

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9

F. Edu-Buandoh, Dora. "Tracing the Definition of Literacy and Making Out-Of-School Literacies Visible in Ghanaian Schools." Journal of Educational Development and Practice 2 (December 1, 2008): 87–99. http://dx.doi.org/10.47963/jedp.v2i.939.

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This paper explores the changing definition of literacy to literacies and discusses how outof- school literacies can be made to positively impact school literacy in Ghana and other communities. Recent research has shown that there are multiple literacies in addition to school literacy that individuals use to negotiate their lives as members of any community. Using published literature, the paper develops an argument that the definition of literacy has changed and that out-of-school literacy has a functional place in the development of school literacy in Ghanaian schools and schools elsewhere

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10

Thiel, Jaye Johnson, and Stephanie Jones. "The literacies of things: Reconfiguring the material-discursive production of race and class in an informal learning centre." Journal of Early Childhood Literacy 17, no. 3 (2017): 315–35. http://dx.doi.org/10.1177/1468798417712343.

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Drawing on our documentation of transforming an informal learning centre (the Playhouse) in a multilingual, working-class neighbourhood, this paper presents significant and deliberate material-discursive changes at the Playhouse that produced unpredictable shifts in belongings among young children. More specifically, this paper entwines our place-making experiences with theories of feminist new materialism, to explore the object as a material-discursive apparatus in the production of literacies, particularly literacies of race and class. Implications for careful analysis of the racialized and

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11

Barton, Georgina. "Changing literacies—people, place and objects: a review essay." Pedagogies: An International Journal 13, no. 3 (2018): 280–87. http://dx.doi.org/10.1080/1554480x.2018.1498602.

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12

Mendoza, Anna. "Preparing Preservice Educators to Teach Critical, Place-Based Literacies." Journal of Adolescent & Adult Literacy 61, no. 4 (2017): 413–20. http://dx.doi.org/10.1002/jaal.708.

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13

Kist, William. "From Queen Mab to Big Boy: A Century of “New” Literacies." English Journal 101, no. 1 (2011): 93–100. http://dx.doi.org/10.58680/ej201117277.

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14

Hayes, Amanda. "Place, Pedagogy, and Literacy in Appalachia." English Education 50, no. 1 (2017): 72–89. http://dx.doi.org/10.58680/ee201729320.

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Place-based pedagogy, the incorporation of local dynamics into the classroom as a step toward bridging the school-community gap, is becoming increasingly popular as educating for sustainability gains traction in schools. However, little attention has been paid to the role Appalachia has played in creating our modern sense of place-based pedagogy in education writ large and English education in particular. This article explores this role to argue for greater respect for Appalachian literacies throughout the field and a greater incorporation of place-based pedagogy within Appalachian English cla

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15

Rutten, Kris, Gilbert B. Rodman, Handel Kashope Wright, and Ronald Soetaert. "Cultural studies and critical literacies." International Journal of Cultural Studies 16, no. 5 (2013): 443–56. http://dx.doi.org/10.1177/1367877912474544.

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This article introduces a special issue on the topic of ‘Cultural Studies and Critical Literacies’. The collection of articles is related to the central theme of the inaugural Summer Institute of the Association for Cultural Studies: to explore the implications of studying literacy by combining perspectives from cultural studies and (critical) literacy studies. Furthermore, with this issue we want to map current trends in cultural studies by sharing and extending some of the discussions that took place at the Institute with the larger cultural studies community. In this introductory article, w

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16

Powell, Katrina M. "Review Essay: Locations and Writing: Place-Based Learning, Geographies of Writing, and How Place (Still) Matters in Writing Studies." College Composition & Communication 66, no. 1 (2014): 177–91. http://dx.doi.org/10.58680/ccc201426116.

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Reviewed are: Placing the Academy: Essays on Landscape, Work, and Identity Jennifer Sinor and Rona Kaufman The Locations of Composition Christopher J. Keller and Christian R. Weisser, editors What Is “College-Level Writing”? Vol. 2: Assignments, Readings, and Student Writing Samples Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors Teaching Writing in Thirdspaces: The Studio Approach Rhonda C. Grego and Nancy S. Thompson Generaciones’ Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands John Scenters-Zapico

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17

Le Roux, Kate. "(Im)mobile languages and literacies in mathematics education." Prometeica - Revista de Filosofía y Ciencias 31 (November 29, 2024): 285–99. https://doi.org/10.34024/prometeica.2024.31.16375.

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My focus in this conceptual paper is the choice of theoretical concepts and their place-based use analytically for knowledge making about languages and literacies in mathematics education. This is motivated by two related concerns: that the pursuit of certainty, stability, and permanence of meaning of analytic concepts brings some, and not other, existences into being; and that concepts are given meaning in relational, geopolitical place in enfolded pasts, presents, and futures. I write from and for my context in the relational geopolitical South, a context pervaded by questions of what knowle

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18

Duboc, Ana Paula Martinez, and Daniel de Mello Ferraz. "Reading Ourselves: Placing Critical Literacies in Contemporary Language Education." Revista Brasileira de Linguística Aplicada 18, no. 2 (2018): 227–54. http://dx.doi.org/10.1590/1984-6398201812277.

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ABSTRACT This article problematizes the place of critical literacies (CLs) in contemporary language education. In doing so, we ask: Where do we place critique within the curriculum in neoconservative times? What is left to teachers in their commitment to educate critical citizens? Do critical literacies suffice? To respond to these questions, we bring a set of contemporary snapshots, unveiling all the anguish brought up by the complex politics of “us” versus “them”. Some understandings of CLs within the field are then reviewed, preparing the terrain for the reading of ourselves in relation to

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19

Hackett, Abigail, and Margaret Somerville. "Posthuman literacies: Young children moving in time, place and more-than-human worlds." Journal of Early Childhood Literacy 17, no. 3 (2017): 374–91. http://dx.doi.org/10.1177/1468798417704031.

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This paper examines the potential of posthumanism to enable a reconceptualisation of young children’s literacies from the starting point of movement and sound in the more-than-human world. We propose movement as a communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our analysis, an understanding of sound emerged as a more-than-human practice that encompasses children’s linguistic and non-linguistic utterances, and which occurs through, with, alongside movement. This paper draws on data from two different research studies:

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20

Reed, Leah M. "New Literacies and Digital Video Poems in a Seventh-Grade Classroom." English Journal 106, no. 3 (2017): 38–43. http://dx.doi.org/10.58680/ej201728931.

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Through a case study of a seventh-grade ELA teacher, this article examines New Literacies pedagogy and more specifically a digital video project amid high-stakes testing pressures that often place limitations on teaching and learning.

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21

Limbrick, Libby, and Margaret Aikman. "New times: the place of literacies and English in the curriculum." Curriculum Matters 1 (June 1, 2005): 29–48. http://dx.doi.org/10.18296/cm.0064.

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22

Cardoso, Luís Miguel, and Teresa Mendes. "Education, Pedagogy and Literacies: Challenges and Horizons of Film Literacy." European Journal of Education 1, no. 3 (2018): 18. http://dx.doi.org/10.26417/ejed.v1i3.p18-24.

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The contemporary society has given rise to the profound need to introduce in the fields of pedagogy and didactics the work with literacies and the transmutation capacity of the teacher as a new actor in these themes, facing them as challenges that allow a more adequate formation in contemporaneity. Our aim is to reflect on the potential of teaching emerging literacies, based on studies on education and literacy, in order to update teachers for the 21st century, that is, with new skills that are now needed to deal with a new public, an information society increasingly full of data, platforms an

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23

Dias, Maria da Luz Oliveira, Francisco Carlos Vieira Moura Araújo, and Naziozênio Antonio Lacerda. "Da alfabetização aos novos letramentos: breve percurso histórico em âmbito nacional brasileiro." Somma: Revista Científica do Instituto Federal de Educação, Ciência e Tecnologia do Piauí 9 (January 10, 2023): 1–13. http://dx.doi.org/10.51361/somma.v9i1.66.

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Since the 1980s, the term Literacy has been in vogue in Brazil and currently studies have expanded, giving rise to the New Literacies. From this, we evidence that the present work proposes to present the studies about the New Literacies, under a historical perspective, carrying out a walk through the roots and origins of this area. To carry out the discussions in this study, we used as main theoretical sources authors such as Kleiman (1995, 2005); Rojo (1998, 2012, 2013, 2019); Rojo and Moura (2012, 2019); Soares (1998, 2009); Tfouni (1988, 1995); Lankshear; Knobel (2003, 2006, 2007, 2010, 201

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24

Buendgens-Kosten, Jules, Frederik Cornille, and Shannon Sauro. "Teaching (multi)literacies, supporting multilingual identities." Fremdsprachen Lehren und Lernen 52, no. 2 (2023): 72–89. http://dx.doi.org/10.24053/flul-2023-0022.

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The EFL classroom can be a place in which students develop target language skills and overarching plurilingual competencies, but also their multilingual identities. Digital games – including interactive fiction (IF) – may play a role in this context, as participation in digital games and gaming practices has been claimed to afford identity work. This paper is based on a follow-up study for the “FanTALES” Erasmus+ project. Drawing on IF stories created in a pedagogic intervention and on follow-up focus group interviews, it finds that multilingual storytelling in an interactive fiction context w

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25

Dos Santos, Pedro, and Bong-gi Sohn. "Multisemiotics, Race, and Academic Literacies." TESL Canada Journal 40, no. 1 (2024): 41–60. http://dx.doi.org/10.18806/tesl.v40i1/1384.

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This study examines the trajectories of two multilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies (e.g., Santos, 2016) to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education (Marshall, 2020), monolingual norms that emphasize native-like competence continue to be a mainstream discourse in many academic writing courses. Building on the recent raciolinguistic critique (Rosa & Flores, 2017) of the lack of discussion of racism in academic literacies discourse, we ac

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Mirra, Nicole. "From Connected Learning to Connected Teaching: Reimagining Digital Literacy Pedagogy in English Teacher Education." English Education 51, no. 3 (2019): 261–91. http://dx.doi.org/10.58680/ee201930076.

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Many teachers still struggle to find a coherent and meaningful framework for incorporating new literacies into their instruction. This case study examines the teaching and learning that took place in a New and Multimodal Literacies class for preservice English teachers to understand how the ideas of connected learning are generative yet challenging as educators seek to create transformative, technology-integrated, and equity-oriented literacy learning experiences for students. Findings suggest that when teachers explore technological tools with connection in mind, they can develop instructiona

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27

Davis, Summer J., Jill A. Scott, Karen E. Wohlwend, and Casey M. Pennington. "Bringing Joy to School: Engaging K–16 Learners through Maker Literacies and Playshops." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (2021): 1–23. http://dx.doi.org/10.1177/016146812112300309.

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Background For too many youths, school has become a place for students to withstand and kill time until they can leave and learn about things that matter to them. Instead, schools should be inviting and exciting places to learn but also nurturing spaces where all students feel they belong. Drawing upon expanded definition of literacies that include play and making, this study examines how the maker literacies—media production where multimodal, digital, and artifact-based literacies converge—creates opportunities for youth to critically engage their favorite toys and media in school. While the

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Waliszewska, Aleksandra. "Joy Amid Ruin." Language and Literacy 27, no. 3 (2025): 175–93. https://doi.org/10.20360/langandlit29761.

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In this paper, I reflect on the past decade as an educator and graduate student to highlight the joy that accompanied my shifting understanding of literacy. I conducted an autobiographical narrative inquiry and used selections from blog entries and graduate coursework in order to reflect on my “moments of turning”. I begin with a logocentric understanding of literacy as a white settler in two Indigenous communities, but over time embrace a multimodal, embodied, emergent, place-based, and more-than-human conception of literacies within a context of the climate and nature emergency. This concept

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Comber, Barbara. "Schools as Meeting Places: Critical and Inclusive Literacies in Changing Local Environments." Language Arts 90, no. 5 (2013): 361–71. http://dx.doi.org/10.58680/la201323573.

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Schools bring people together. Yet for many children there are major discontinuities between their lives in and out of school and such differences impact on literacy teaching and learning in both predictable and unpredictable ways. However if schools were reconceptualised as meeting places, where different people are thrown together (Massey, 2005) curriculum and pedagogy could be designed to take into account students’ and teachers’ different experiences and histories and to make those differences a resource for literacy learning. This paper draws on a long- term project with administrators an

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Darrah-Okike, Jennifer. "“The decision you make today will affect many generations to come”: Environmental assessment law and Indigenous resistance to urbanization." Environment and Planning E: Nature and Space 2, no. 4 (2019): 807–30. http://dx.doi.org/10.1177/2514848619861043.

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In the early 2000s, the rural and predominantly Native Hawaiian Moloka‘i community faced another episode in a decades-long struggle against the commodification of sacred lands in the context of settler colonialism. In this paper I analyze a decisive moment in the land struggle: a public hearing over a legally mandated environmental impact assessment. Environmental assessments promise to improve environmental outcomes via public participation, but have often fallen short as a means to assert the values and interests of Indigenous communities. This paper adds insight into why this happens and sh

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Daniels, Christie. "The New Composition: The Fusion of Rhetoric and Technological Literacy in First-Year Writing." Journal of Global Literacies, Technologies, and Emerging Pedagogies Two, One (2013): 18. https://doi.org/10.5281/zenodo.4282829.

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Awareness of power structures, ideology, and their practices need to form the basis of an integrated, complex system of literacies that I will term social multimodal literacy. This type of literacy is not limited to technology, or the technerelated aspects of various rhetorical processes, or social awareness and engagement, but rather as sufficient mastery of the network of all of these individual literacies combined. The idea of a postsecondary education is built upon the idea of producing, at the very least, a literate citizenry. However, if these fundamental literacies are not addressed by

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Cooney, Emily. "Discordant Place-Based Literacies in the Hilton Head, South Carolina Runway Extension Debate." Community Literacy Journal 9, no. 1 (2014): 39–61. http://dx.doi.org/10.1353/clj.2014.0012.

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33

Rossby, Emma. "‘Comme si quelqu’un écrivait à ma place: ’ Materiality and Interactivity in Exaheva’s Digital Comics." French Review 98, no. 2 (2024): 49–68. https://doi.org/10.1353/tfr.2024.a947600.

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ABSTRACT: As part of an emerging generation of comics creators in Belgium, Exaheva’s art resists binaries and challenges an assumed disembodied reader of Franco-Belgian bande dessinée. This article places tools from comics and visual studies in conversation with queer and reception theories to analyze three of Exaheva’s comics: apocalyptic short story Slowly , sci-fi series Mekka Nikki, and interactive comic Still Heroes . By considering how these stories meet readers across virtual and physical spaces, I argue that Exaheva’s comics take visual pleasure in fictional storytelling seriously whil

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Yuan, Chang, Lili Wang, and Jessica Eagle. "Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications." Media and Communication 7, no. 2 (2019): 128–36. http://dx.doi.org/10.17645/mac.v7i2.1912.

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In the context of an increasingly global society and rapidly changing technology, English Language Learners (ELLs) need support to develop digital literacies to prepare for a future in which learning new technology is an intuitive process. In the past few decades, technological advances have been shifting how information is produced, communicated, and interpreted. The Internet and digital environments have afforded a broader range of opportunities for literacy practices to take place. Technology has transformed the social practices and definitions of literacy, which leads to transformative imp

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35

Alexander, Jonathan. "Gaming, Student Literacies, and the Composition Classroom: Some Possibilities for Transformation." College Composition & Communication 61, no. 1 (2009): 35–63. http://dx.doi.org/10.58680/ccc20098303.

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This article explores the literacy narratives of two “gamers” to demonstrate the kinds of literacy skills that many students actively involved in computer and video gaming are developing during their play. This analysis becomes part of a larger claim about the necessity of re-visioning the place of gaming in composition curricula. Ultimately, the author argues that we should use complex computer games as primary “texts” in composition courses as a way to explore with our students transformations in what literacy means.

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Kajder, Sara. "Meeting Readers: Using Visual Literacy Narratives in the Classroom." Voices from the Middle 14, no. 1 (2006): 13–19. http://dx.doi.org/10.58680/vm20066097.

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Pacey, a likable and literate eighth-grader, saw school as “a place that kills your reading.” With this alarming condemnation in mind, Kajder uses literacy narrative--a short, concise, digital video in which students meld still images, motion, print text, and soundtrack in communicating ideas/insights/discoveries about who the student is as a reader and writer--to tap into his out-of-school literacies, engage his interests, and get him reading and writing successfully inside the classroom.

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Turner, K. C. Nat. "Professional Book Reviews: Socially Engaged Scholarship: Linking Youth Popular Literacy Practices and Social Justice." Language Arts 88, no. 6 (2011): 454–58. http://dx.doi.org/10.58680/la201116266.

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This column features the books of colleagues who are both teacher educators and senior scholars in the field of literacy working for social and educational justice. Their work not only calls for engaging youth in intimate and honest conversations about racism, inequality, and social justice using accessible language, but each scholar has made long-term commitments to personally work alongside the African American and Latino youth they aim to learn from using a method of socially engaged scholarship. Collectively, the books reviewed in this column investigate effective practices of incorporatin

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Kinloch, Valerie, Tanja Burkhard, and Carlotta Penn. "When School Is Not Enough: Understanding the Lives and Literacies of Black Youth." Research in the Teaching of English 52, no. 1 (2017): 34–54. http://dx.doi.org/10.58680/rte201729199.

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This article discusses findings from two interconnected ethnographic studies on the out-of-school literacy practices of Black adolescent males: 18-year-old Khaleeq from the US Northeast, and 18-year-old Rendell from the US Midwest. The data analyzed derive from their engagements in nonschool, community-based, social justice initiatives that, we argue, represent rejections of deficit narratives about who they are (their racialized and gendered identities) and what they allegedly cannot do (their literacy capacities and capabilities). Utilizing a critical literacy approach that attends to out-of

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Buchanan, Kym, and Angela M. Vanden Elzen. "Beyond a Fad: Why Video Games Should Be Part of 21st Century Libraries." Education Libraries 35, no. 1-2 (2017): 15. http://dx.doi.org/10.26443/el.v35i1-2.342.

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We believe video games have a place in libraries. We start by describing two provocative video games. Next, we offer a framework for the general mission of libraries, including access, motivation, and guidance. As a medium, video games have some distinguishing traits: they are visual, interactive, and based on simulations. We explain how these traits require and reward some traditional and new literacies. Furthermore, people play video games for at least three reasons: immersion, challenge, and connection. Finally, we offer guidelines and examples for how librarians can integrate video games i

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40

Kaur, Kashmir. "Embed sustainability in the curriculum: transform the world." Language Learning in Higher Education 12, no. 2 (2022): 605–16. http://dx.doi.org/10.1515/cercles-2022-2061.

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Abstract This paper is an activity report that draws on the experience of embedding sustainability into the mainstream curriculum in the Language Centre, School of Languages, Cultures and Societies at the University of Leeds, UK. It describes and reflects on programmes that delivered the concept of sustainability and how learners developed their academic and sustainability literacies. The programmes in question are Language for Engineering and Language in Context Sustainability module. These programmes are developed and delivered in the context of English for Academic Purposes to pre-sessional

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Breeze, Ruth, and Pilar Gerns Jiménez-Villarejo. "Building literacies in secondary school history: The specific contribution of academic writing support." EuroAmerican Journal of Applied Linguistics and Languages 6, no. 1 (2019): 21–36. http://dx.doi.org/10.21283/2376905x.10.149.

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This paper considers the specific role and effect of academic writing support in a secondary school Content and Language Integrated Learning (CLIL) context. After discussing the potential place for academic writing support in the ongoing process of fostering disciplinary literacy, we report on an experimental study in which 45 Spanish secondary school students received a short academic writing module as part of their history course. The descriptions/explanations written in their post-tests were generally found to be more complete, with more explicit discourse markers and with better textual or

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Comber, Barbara. "Literacy Geography and Pedagogy." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 53–72. http://dx.doi.org/10.1177/2381336917717479.

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This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of “fickle literacies” are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an example of the risks associated with literacy policy

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Li, Yulong. "What is EAP? — From Multiple Literacies to a Humanistic Paradigm Shift." Theory and Practice in Language Studies 7, no. 7 (2017): 497. http://dx.doi.org/10.17507/tpls.0707.01.

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EAP researchers have proffered definitions of EAP; however, some of these are contradictory. Therefore, effectively defining the scope, aims, and pedagogy of EAP can prove problematic. This essay will extract the shared aspects from popular EAP approaches and then place them into the broader context of EAP development, language teaching and literacy history, and the changing history of the educational landscape. This will make it possible to thematise current EAP theories critically, to further defined the nature of EAP as a combination of multiple literacies, including academic literacy, disc

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Olmos-López, Pamela, and Karin Tusting. "AUTOETHNOGRAPHY AND THE STUDY OF ACADEMIC LITERACIES: EXPLORING SPACE, TEAM RESEARCH AND MENTORING." Trabalhos em Linguística Aplicada 59, no. 1 (2020): 264–95. http://dx.doi.org/10.1590/010318136565715912020.

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ABSTRACT Autoethnography is the study of culture through the study of self (ELLIS, 2004; ELLIS et al, 2011). In this paper, we explore the value of autoethnography in the study of academic literacies. We draw on our own experiences as ethnographers and autoethnographers of literacy to provide illustrative examples. We show how autoethnography has provided a fresh understanding of the role of place and space in developing academic writing across countries and between English and Spanish (OLMOS-LÓPEZ, 2019). We discuss the value of team autoethnography in researching academic writing (TUSTING et

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Van Kommer, Rosanne, and Joke Hermes. "Aspiring to Dutchness: Media Literacy, Integration, and Communication with Eritrean Status Holders." Media and Communication 10, no. 4 (2022): 317–27. http://dx.doi.org/10.17645/mac.v10i4.5605.

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Based on 13 interviews with Eritrean status holders and professionals in Amsterdam this article explores how paying attention to media skills and media literacies may help gain a better understanding of what matters in exchanges between professionals and legal refugees in the mandatory Dutch integration process. Media literacy needs to be decolonised in order to do so. Starting as an inquiry into how professionals and their clients have different ideas of what constitutes “inclusive communication,” analysis of the interviews provides insight into how there is a need to (a) renegotiate citizens

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Feketéné Silye, Magdolna. "Information Technology Supports for Student-Centered Language Education." Acta Agraria Debreceniensis, no. 11 (September 15, 2003): 3–6. http://dx.doi.org/10.34101/actaagrar/11/3435.

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With the development of computer-mediated communication, the definition of literacy has gained broader dimensions (Murray, 1991). The ability to use new technologies to access, adapt and make intelligent use of information and knowledge is by now viewed as an additional and essential component of literacy. Today’s interpretation of literacy (often referred to as “multiliteracy”) must incorporate the communication that takes place through a growing variety of text forms associated with information and multimedia technologies.Since it is fast becoming a basic instrument for building the literaci

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Butler, Eliza D., Tori K. Flint, and Ana Christina da Silva Iddings. "The liberatory potentials of multimodality: Collaborative Reggaeton music video production in Habana, Cuba." Media, Culture & Society 43, no. 5 (2021): 842–59. http://dx.doi.org/10.1177/0163443720987747.

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This study took place in Habana, Cuba over approximately 1 year, wherein the researcher collaborated with Reggaeton artists. While scholarship in multimodality has explored its potentials for literacy pedagogy, developing new literacies, and expanding identity possibilities, less research has focused on the creation of the spaces, tools, and resources required for composing multimodal products and on the liberatory dimensions of multimodality. This study highlights the backstories of these production processes, including the innovative use(s) of spaces and tools, the resources leveraged in ord

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Stephenson, Maia. "H.Y.P.E. (Homewood Youth-Powered and Engaged) Media: Empower Youth to Change Their Community’s Narrative." Undergraduate Journal of Service Learning & Community-Based Research 11 (April 4, 2021): 20–28. http://dx.doi.org/10.56421/ujslcbr.v11i0.345.

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This paper evaluates how disruption impacts community-building and the learning process within the context of black girlhood. While delving into the complexities of black girls utilizing digital literacies in order to cultivate a community system that affirms their place of being in the world, I seek to understand how black girls can adapt to their surroundings when attempting to maintain their existence while they are faced with constant opposing forces. Through traditional means of ethnographic research such as conducting interviews, taking note of observations, keeping documentation as well

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Carpendale, Hannah. "Re-Framing Data Narratives for Forest and Climate Futures: A Critical, Collaborative Approach to Data Activism." Somatechnics 15, no. 1 (2025): 98–118. https://doi.org/10.3366/soma.2025.0451.

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As part of the project Forest Carbon Futures, I present reflections from a community-based initiative to co-design public resources for data understanding, engagement, and advocacy at the intersection of forest and climate research and policy. This work leverages critical, creative approaches, strategies and insights from visual communication design, narrative visualisation, and related practices to express complex forest carbon data in ways that preserve ecological specificity while supporting meaningful connections between diverse publics, data representations, more-than-human communities, a

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Marav, Daariimaa. "MONGOLIAN STUDENTS' DIGITAL LITERACY PRACTICES: THE INTERFACE BETWEEN ENGLISH AND THE INTERNET." Trabalhos em Linguística Aplicada 55, no. 2 (2016): 293–318. http://dx.doi.org/10.1590/010318134962176441.

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ABSTRACT Over the last few decades, Mongolia has experienced social, economic, technological and political changes. Those changes have contributed to the growing cultural status of English mediated in particular through the digital literacy practices of young Mongolians. However, much of the digital and new media research takes place in predominantly Anglo-American contexts (RINSLOO & ROWSELL, 2012) and not much is known about what shapes Mongolian university students' use of digital technologies. The research reported on here aims to fill this gap. Drawing on perspectives offered by the f

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