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ERIC Number: EJ1043887
Record Type: Journal
Publication Date: 2014-Nov
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-3004
Collaborative Design
Broderick, Debora
Journal of Adolescent & Adult Literacy, v58 n3 p198-208 Nov 2014
This practitioner research study investigates the power of multimodal texts within a real-world context and argues that a participatory culture focused on literary arts offers marginalized high school students opportunities for collaborative design and authoring. Additionally, this article invites educators to rethink the at-risk label. This research specifically uses a multiliteracies framework to conduct a fine-grained analysis of a high school literary arts journal. Findings suggest that mapping the multiliteracies framework onto student work uncovers complex meaning-making, but does not necessarily address the collaborative nature of this particular multimodal project. This research introduces collaborative design as a theoretical hybrid approach that captures the complexities of both the creation of multimodal texts and the rich communities from which they flourish. This research therefore expands the multiliteracies framework, reconsiders the risk label, and explores the promise of a multiliteracies pedagogy.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A