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ICTs as placed resources in a rural Kenyan secondary school journalism club / Maureen Kendrick, Walter Chemjor and Margaret Early
// Language and education 2012, Vol26, N.4 2012p. 297-313 In this study, we draw on three interrelated concepts, i.e. placed resources, multiliteracies and the camivalesque, to understand how information and communication technology (ICT) resources are taken up within the context of a print-based journalism club. Our research participants attend an under-resourced girls’ residential secondary school in rural Kenya. We used ethnographic methods to document how the 32 club members (aged 14—18 years) used digital cameras, voice recorders and laptops with connectivity to research, conduct interviews, photograph and create texts. Key findings include shifts in identity performance, journalistic competence, and hierarchical distinctions and societal power; growing writer activism and audiences; and the emergence of imagined identities and transformative social futures. Our research challenges current skills-based approaches to introducing new literacies and highlights how the introduction of new ICT resources, when situated within collaborative practices (both research and pedagogical), can result in enhanced literacy learning and text production. These changes have not been without tensions and dilemmas, including the extent to which such practices could only occur outside the formalized classroom with its traditional practices, structures and emphasis on exam results. In addition, some of these tensions raise new questions about the role of ICTs as pedagogical tools and the tendency to ‘romanticize’ their potential
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New literacies as multiply placed practices: expanding perspectives on young people’s literacies across home and school / Scott Bulfin and Dimitris Koutsogiannis
// Language and education 2012, Vol26, N.4 2012p. 331-346 The home-school mismatch hypothesis has played an important part in sociocultural studies of literacy and schooling since the 1970s. In this paper, we explore how this now classic literacy thesis has developed a new life in studies of digital media and electronic communications with regards to young people and schools, what we call the new home-school mismatch hypothesis or new literacy thesis. We report on two studies, one conducted in Australia and the other in Greece, that worked with 14-16-year-old young people to explore the relationships between their use of digital media in- and out-of-school. Our analysis suggests that the relationship between literacy and digital media use in and outside of school is more complex than is often presented in media commentary and in research and points to the need for more careftil consideration of the relationship between school and out-of-school practice and knowledge
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