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Connecting multiliteracies and engagement of students from low socio-economic backgrounds: using Bernstein’s pedagogic discourse as a bridge / Katina Penklis Zammit
// Language and education 2011, Vol25, N.3 2011p. 203-220 Many students in Australia from low socio-economic status (SES) backgrounds have historically been alienated from learning and education because of the narrow definition of literacy and of what counts as legitimate texts. Consequently, traditional pedagogy, curriculum and assessment practices disengage many students. To address this issue, we embedded multiliteracies utilising information and communication technologies (ICTs) into three low SES classroom programmes and found that the associated classroom messages greatly enhanced the students’ engagement in learning and their view of themselves as learners. This approach worked better than the traditional approaches because students created multimodal texts that changed what was seen as legitimate school texts and thus credited them as literate individuals. This paper discusses students as co-constructors of knowledge, who used ICTs for an authentic purpose. It considers changes in students’ engagement and achievement as the result of shifts in the pedagogic discourse and the way that the discourses of power played out in the classrooms, via the messages students received about their knowledge, ability, control, voice and place.The multiliteracies-based unit of work utilising ICTs provided spaces for students to develop new literacy practices and to view school as a place for them
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Distributed cognition in a virtual world / Julia Gillen, Rebecca Ferguson, Anna Peachey and Peter Twining
// Language and education 2011, Vol26, N.2 2011p. 151-167 Over a 13-month period, the Schome Park Programme operated the first ‘closed’ (i.e. protected) Teen Second Life1 project in Europe. The project organised diverse educa¬tional events that centred on use of a virtual world and an associated asynchronous forum and wiki. Students and staff together exploited the affordances of the environment to develop skills and enhance community spirit. One popular activity, initiated by students, involved sailing boats around the project’s virtual island, a technically challenging task for beginners. This paper studies the records of one of these sailing regattas. Organising and implementing this event involved considerable technical and interactional chal¬lenges. We analyse the following: How do people work together, including through the use of (virtual) artefacts, to solve problems? What particular qualities of the literacy practices surrounding the regatta appear to us to involve learning? Simultaneously, we contribute to the development of methodologies for studying learning in virtual worlds by employing a virtual literacy ethnography. Findings include a diversity of creative approaches that are used when solving problems, the significance of adult behaviour in authentically modelling learning and the value of humour in fostering a learning com¬munity. The notion of distributed cognition has implications for characterising learning and analytical approaches to analysis
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Letters, authority and secrecy: the case of Karagwe in Tanzania / Asa Wedin
// Language and education 2013, Vol27, N.1 p. 44-58 Asa WedinThis paper aims to show how letters, as a genre of literacy, are used in Karagwe in Tanzania, in relation to authority and secrecy. It is shown that literacy, in the form of letters, plays an important role in the negotiation of authority. Authorities as well as ordinary people use letters according to official norms to claim or manifest authority, while grassroots forms of literacy, dominated forms, are used to resist authorities. Through secret messages and letters people find opportunities to resist that are less dangerous than open rebellion, although the effects may be limited because of th< secrecy. It is also shown how children are socialized into this pattern of secrecie through literacy as they are used as messengers. When delivering secret letters an messages, they may be said to exercise a passive voice through literacy
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