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“That Sounds So Cooool” Entanglements of Children, Digital Tools, and Literacy Practices

“That Sounds So Cooool” Entanglements of Children, Digital Tools, and Literacy Practices

 Toohey, Kelleen.
 2015
 pages 461-485. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữ
Tác giả CN Toohey, Kelleen.
Nhan đề “That Sounds So Cooool”: Entanglements of Children, Digital Tools, and Literacy Practices / Kelleen Toohey, Diane Dagenais, Andreea Fodor, Linda Hof, Omar Nuñez, Angelpreet Singh and Liz Schulze.
Thông tin xuất bản 2015
Mô tả vật lý pages 461-485.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt Many observers have argued that minority language speakers often have difficulty with school-based literacy and that the poorer school achievement of such learners occurs at least partly as a result of these difficulties. At the same time, many have argued for a recognition of the multiple literacies required for citizens in a 21st century world. In this study the researchers examined a specific case in which English language learners (ELLs) made short videos about sustainability and social justice, to determine the diverse literacy practices such activities entailed. The researchers found that children produced storyboards and scripts, and videos with titles, and engaged in several other literacy activities, discussing what “made sense” in sequencing in a documentary story, what sustainability and social justice meant, how to report on information they had gathered, and so on. They also examined how new materiality theories might assist us in analyzing how ELLs engage in digital literacy activities. These theories encourage us to think about how human beings interact with other kinds of materials to accomplish perhaps novel tasks. With respect to language learning, such a view might challenge our conceptions of language and literacy learning. For new materiality theorists, language and literacy cannot be an “out-there” kind of “thing” that learners put “inside” themselves. Rather, languages and literacies and people and their activities and other materials accompany one another, and are entangled in sociomaterial assemblages that rub up against one another in complex and as yet unpredictable ways.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Tác giả(bs) CN Dagenais, Diane.
Tác giả(bs) CN Fodor, Andreea.
Tác giả(bs) CN Hof, Linda.
Tác giả(bs) CN Nuñez, Omar.
Tác giả(bs) CN Schulze, Liz.
Tác giả(bs) CN Singh, Angelpreet.
Nguồn trích TESOL Quarterly- Volume 49, Issue 3, September 2015.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a Many observers have argued that minority language speakers often have difficulty with school-based literacy and that the poorer school achievement of such learners occurs at least partly as a result of these difficulties. At the same time, many have argued for a recognition of the multiple literacies required for citizens in a 21st century world. In this study the researchers examined a specific case in which English language learners (ELLs) made short videos about sustainability and social justice, to determine the diverse literacy practices such activities entailed. The researchers found that children produced storyboards and scripts, and videos with titles, and engaged in several other literacy activities, discussing what “made sense” in sequencing in a documentary story, what sustainability and social justice meant, how to report on information they had gathered, and so on. They also examined how new materiality theories might assist us in analyzing how ELLs engage in digital literacy activities. These theories encourage us to think about how human beings interact with other kinds of materials to accomplish perhaps novel tasks. With respect to language learning, such a view might challenge our conceptions of language and literacy learning. For new materiality theorists, language and literacy cannot be an “out-there” kind of “thing” that learners put “inside” themselves. Rather, languages and literacies and people and their activities and other materials accompany one another, and are entangled in sociomaterial assemblages that rub up against one another in complex and as yet unpredictable ways.
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