Search

Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice. [ABSTRACT FROM AUTHOR]

In order to explore how experiences with youth media production resonate with people throughout their lives, we conducted video interviews with alumni from the Educational Video Center's youth documentary programs across the organization's history of more than 30 years. We talked with alumni and watched their films together to see what memories and feelings they would share through revisiting their filmmaking. We devised a multimodal analysis method that places the films alongside the interview footage in order to observe how affect was embodied by the alumni, as well as their use of affect to reflect on their filmmaking experiences. Affective moments gave us clues about how to understand and situate the memories as lingering traces of alumni's past experiences, that centered on descriptions of belonging. [ABSTRACT FROM AUTHOR]

This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed-media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school. [ABSTRACT FROM AUTHOR]

This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed-media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school. [ABSTRACT FROM AUTHOR]

This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed-media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school. [ABSTRACT FROM AUTHOR]

This paper conceptualizes an approach to adolescent literacies research we call research pedagogies. This approach recognizes the pedagogical features of the research process and includes three dimensions: created spaces, engaged participation, and embodied inquiry. By drawing upon and sometimes recasting foundational anthropological approaches to education research, we argue for the development of research spaces that are also teaching spaces responsive to the emergent and multimodal communicative landscape of adolescents. [ABSTRACT FROM AUTHOR]

This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed-media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school. [ABSTRACT FROM AUTHOR]

The article focuses on teaching racial literacy using the book "Between the World and Me" by African American writer and journalist Ta-Nehis Coates. Topics discussed include ways educators can advance critical literacy in the language arts classroom, and the need for educators to engage conversations of race and racism in classroom discussion.

This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed-media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school. [ABSTRACT FROM AUTHOR]

When anthropologists of education, who embrace an activist or action-focused orientation, locate their work within community-based settings, they bear a responsibility to act in ways that not only produce new knowledge but that are also responsive to the immediate circumstances. Katherine Schultz's Presidential Address evokes two related tensions: one is a tension of temporality wherein the contexts of our research may seek and demand greater urgency in how we enact ourselves than may be typical of anthropological work. A second tension involves how knowledge is produced in and about these contexts. Both of these tensions are explored through a discussion of Kathy's research and a long-term, community-based project located in an alternative to detention program where I have been engaged in participatory ethnographic research for close to a decade. [ABSTRACT FROM AUTHOR]

This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court-involved youth. Our research is theoretically framed by educational cosmopolitanism and multimodal literacy and we situate our analysis within a discussion of cosmopolitan literacies of belonging. The research reported in this article is part of an ongoing, multi-year study, and our initial analyses suggest that youth seek out and create opportunities to experience and communicate a sense of belonging through play, in fleeting moments, during structured curricular moments, and through both verbal and non-verbal modes. Our article concludes with recommendations for how practitioners might build on adolescents' cosmopolitan literacies of belonging within institutional contexts. [ABSTRACT FROM AUTHOR]

The authors discuss composition through multiomdal inquiry, noting the influence of digital technology and social media. Particular attention is given to bricolage, the creation of a work from a variety of available resources, and rhizomatics, a philosophy that allows for multiple perspectives in information interpretation. The authors also address the prevalence of blogs, specifically the microblogging website Twitter. Excerpts are provided from a conversations held by the authors through Twitter on topics including literacy, meaning, and youth.

This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed-media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school. [ABSTRACT FROM AUTHOR]

Our first column for Volume 60 of JAAL focuses on the messages of expanded ways of seeing in knowledge construction that are contained in the pages of Unflattening, a comic book originally written by Nick Sousanis as his doctoral dissertation. Unflattening seeks to literally unflatten conceptions of meaning, reading, and writing through an active embrace of multimodality in its integration of images, design, and various genres of written text. [ABSTRACT FROM AUTHOR]

The article explores multimodal literacy practices of young people and how school-sanctioned literacy models don't concede with many students. Teenagers participate in various forms of literacy practices outside of school related reading and writing. It is difficult for teachers to incorporate other literacy habits such as music videos and playing video games and many feel that these mediums are threats to the traditional forms of education. The article also discusses the call for educational changes and compelling literacy programs.

An introduction is presented in which the editor discusses various reports within the issue on topics including the use of popular culture in third-grade U.S. classrooms on literacy education, the integration of children's experiences of popular culture through film, and digital media studies in middle school education in the U.S.