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Tác giả CN Kendrick, Maureen
Nhan đề Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya / Maureen Kendrick
Thông tin xuất bản 2019
Mô tả vật lý p.123-140
Tóm tắt Characteristic of the twenty-first century are new literacy practices that require users and producers to be fluent with the affordances of multiple modes across print and digital media. In under-resourced contexts such as East Africa, these complex new multimodal practices have not been well documented. In this paper, we explore the context of an afterschool journalism club in rural Kenya as an informal learning space for 32 adolescent girls to realize multimodal text design following our donation of a laptop, digital camera and voice recorder. Using ethnographic methods that positioned the girls as researchers of their own practices, we collaboratively documented the girls’ changing social practices as they produced and designed videos in the context of their community and journalism club. As we proceeded through our analysis, we drew inspiration from Luke and Freebody’s Four Resources Model for reading print texts and Serafini’s reconceptualization of the Four Resources required for reading visual and multimodal texts, taking up their call to critique and reformulate the model within the rapidly changing context of twenty-first century literacy practices. Our study identifies the emergent and dynamic nested social practices of: (1) explorer, (2) participant-user, (3) performer, and (4) activist as integral to the design of videos.
Đề mục chủ đề Teaching method--Literacy practices
Thuật ngữ không kiểm soát Kenya
Thuật ngữ không kiểm soát Journalism
Thuật ngữ không kiểm soát Video
Thuật ngữ không kiểm soát Multimodal text design
Thuật ngữ không kiểm soát Afterschool club
Thuật ngữ không kiểm soát Visual literacy practices
Thuật ngữ không kiểm soát Adolescent girls
Nguồn trích Language and education- Vol. 33-No 2/2019
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1001 |aKendrick, Maureen
24510|aDesigning multimodal texts in a girls’ afterschool journalism club in rural Kenya / |cMaureen Kendrick
260|c2019
300|ap.123-140
520|aCharacteristic of the twenty-first century are new literacy practices that require users and producers to be fluent with the affordances of multiple modes across print and digital media. In under-resourced contexts such as East Africa, these complex new multimodal practices have not been well documented. In this paper, we explore the context of an afterschool journalism club in rural Kenya as an informal learning space for 32 adolescent girls to realize multimodal text design following our donation of a laptop, digital camera and voice recorder. Using ethnographic methods that positioned the girls as researchers of their own practices, we collaboratively documented the girls’ changing social practices as they produced and designed videos in the context of their community and journalism club. As we proceeded through our analysis, we drew inspiration from Luke and Freebody’s Four Resources Model for reading print texts and Serafini’s reconceptualization of the Four Resources required for reading visual and multimodal texts, taking up their call to critique and reformulate the model within the rapidly changing context of twenty-first century literacy practices. Our study identifies the emergent and dynamic nested social practices of: (1) explorer, (2) participant-user, (3) performer, and (4) activist as integral to the design of videos.
65014|aTeaching method|xLiteracy practices
6530|aKenya
6530|aJournalism
6530|aVideo
6530|aMultimodal text design
6530|aAfterschool club
6530|aVisual literacy practices
6530|aAdolescent girls
7730 |tLanguage and education|gVol. 33-No 2/2019
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