TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
ICTs as placed resources in a rural Kenyan secondary school journalism club

ICTs as placed resources in a rural Kenyan secondary school journalism club

 Kendrick, Maureen.
 2012
 p. 297-313 erng
Ngôn ngữJournalism club.Rural Kenya.Secondary school girls.New literacies.ICT resources.
Tác giả CN Kendrick, Maureen.
Nhan đề ICTs as placed resources in a rural Kenyan secondary school journalism club / Maureen Kendrick, Walter Chemjor and Margaret Early
Thông tin xuất bản 2012
Mô tả vật lý p. 297-313
Tóm tắt 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
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Journalism club.
Từ khóa tự do Rural Kenya.
Từ khóa tự do Secondary school girls.
Từ khóa tự do New literacies.
Từ khóa tự do ICT resources.
Tác giả(bs) CN Chemjor, Walter.
Tác giả(bs) CN Early, Margaret.
Nguồn trích Language and education- 2012, Vol26, N.4
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab a2200000 a 4500
00140811
0022
00451373
005202007220928
008160823s2012 | a 000 0 ern d
0091 0
039[ ] |a 20200722092814 |b huongnt |y 20160823075656 |z khiembt
041[ 0] |a erng
100[ 1] |a Kendrick, Maureen.
245[1 0] |a ICTs as placed resources in a rural Kenyan secondary school journalism club / |c Maureen Kendrick, Walter Chemjor and Margaret Early
260[ ] |c 2012
300[ ] |a p. 297-313
362[ 0] |a Vol. 26 (July 2012)
520[ ] |a 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
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Journalism club.
653[ ] |a Rural Kenya.
653[ ] |a Secondary school girls.
653[ 0] |a New literacies.
653[0 ] |a ICT resources.
700[ 1] |a Chemjor, Walter.
700[ 1] |a Early, Margaret.
773[ 0] |t Language and education |g 2012, Vol26, N.4
890[ ] |a 0 |b 0 |c 0 |d 0