Time, space, and text in the elementary school digital writing classroom


Autoria(s): Mills, Kathy A.; Exley, Beryl
Data(s)

01/10/2014

Resumo

Theorists of multiliteracies, social semiotics, and the New Literacy Studies have drawn attention to the potential changing nature of writing and literacy in the context of networked communications. This article reports findings from a design-based research project in Year 4 classrooms (students aged 8.5-10 years) in a low socioeconomic status school. A new writing program taught students how to design multimodal and digital texts across a range of genres and text types, such as web pages, online comics, video documentaries, and blogs. The authors use Bernstein’s theory of the pedagogic device to theorize the pedagogic struggles and resolutions in remaking English through the specialization of time, space, and text. The changes created an ideological struggle as new writing practices were adapted from broader societal fields to meet the instructional and regulative discourses of a conventional writing curriculum.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/75592/

Publicador

SAGE Publications

Relação

http://eprints.qut.edu.au/75592/3/75592.pdf

DOI:10.1177/0741088314542757

Mills, Kathy A. & Exley, Beryl (2014) Time, space, and text in the elementary school digital writing classroom. Written Communication, 31(4), pp. 434-469.

http://purl.org/au-research/grants/ARC/LP0990289

Direitos

Copyright 2014 SAGE Publications

Fonte

Children & Youth Research Centre; School of Curriculum; Faculty of Education; School of Early Childhood

Palavras-Chave #130000 EDUCATION #130200 CURRICULUM AND PEDAGOGY #130204 English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) #Writing #Education #Communication #New Literacy studies #Pedagogy #Bernstein
Tipo

Journal Article