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Volume 113, Number 13 (2011)

 
by Jennifer Rowsell & Sandra Schamroth Abrams
In the past fifteen years, there has been a shift in the way researchers have conceptualized identity, moving from the “identity-as-thing” to an understanding of “identity-in-practice” (Leander, 2002, 198–199). This is not necessarily a new concept, as earlier researchers recognized sociocultural influences on perception (Bartlett, 1932/1995; Vygotsky, 1978) and on the performative nature of identity (Butler, 1990; Goffman, 1959). New Literacy Studies theorists (Barton, 1994, 2001; Gee, 1996, 2000; Street 1995, 1999) began to examine identity-in-practice in relation to literacy. In addition, ethnographic accounts (Heath, 1983; Purcell-Gates, 1997; Taylor, 1983; Taylor & Dorsey-Gaines, 1988) began to document ways that literacies and identities were interconnected. There was an epistemological shift, underscoring the individual and community practices that help to shape one’s identity. Literacies included all activities inside and outside school, highlighting the relationship between people’s literacy practices and their situated actions, behaviors, beliefs, and values, or their Discourses (Gee, 1999, 2008, 2011).
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by Kate Pahl
The study was of a digital storytelling project with a group of families in North Yorkshire. The study explored meaning-making practices across generations using a number of multimodal tools, including drawing, writing, digital audio, still photographs, and moving image media.
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by Mary Kalantzis & Bill Cope
This chapter explores the implications of the new digital media for communicating and representing meaning. The chapter discusses the possible pedagogical responses to this changing context, with particular reference to the work of teachers participating in the Learning by Design project.
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by Lalitha Vasudevan
In this chapter, the concept of multimodal selves is used to explore the literacies of adolescents as researched within the context of two ethnographic studies. Following a discussion of the multimediated terrains of adolescents’ literacies, the chapter concludes with questions for further consideration that emerge from a critical engagement with multimodality in designing literacy pedagogy.
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by Donna E. Alvermann
This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.
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by Carey Jewitt, Jeff Bezemer & Gunther Kress
This paper examines the significance of changing multimodal resources and practices of annotation in subject English textbooks and the UK secondary school English classroom, with particular attention to the role of digital technologies.
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by Cheryl McLean
This chapter explores literacy and identity negotiation as a cultural dialogue involving the dynamic intersection of public, private, physical, and virtual spaces that contemporary youth inhabit. In this case study, the ways in which 1 Caribbean immigrant adolescent negotiates such spaces and cultural resources represent identity-work. Through her digital literacy practices, this young person actively constructs her sense of self by creating a space where her cultural and literate identities can coexist.
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by Heather Casey
“Virtual Constructions: Developing a Teacher Voice in the 21st Century” describes how web 2.0 tools invite preservice teachers to develop a professional identity. Drawing on a study of the use of blogging in a preservice literacy methods class, Casey links research and theories of identity development with 21st-century web 2.0 tools.
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by Bronwyn T. Williams
This chapter addresses how online multimodal literacy practices are both filtered through and used by popular culture. Through a combination of textual analysis and interviews with first-year university students, the chapter illustrates the intersections of multimodal literacies and popular culture and discusses how they are shaping the ways that identities are constructed and performed in and out of the literacy classroom.
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by Sandra Schamroth Abrams
This chapter examines intertextual meaning-making across and within virtual and real video game environments, looking to observational and interview data of middle and high school students to illustrate the conflation of real and virtual experiences. The discussion of the associative I/identity helps to distinguish and clarify the interconnected nature of on- and offscreen situated practices that promote meaningful learning
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by Jennifer Rowsell
The chapter details a 3-year study of marketplace producers of new media and digital technologies. The chapter takes account of findings of the study and a framework that can be applied to fostering literate identities in the 21st century.
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by Kristen Hawley Turner
The language adolescents use in digital spaces often does not adhere to standard written English. Rather, teens experiment in their writing, and the result is digitalk, a complex and fascinating combination of written and conversational languages. This study explores the use of digitalk as an expression of individual identity within a community of norms.
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