ERIC Number: EJ1072421
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 35
A Funds of Knowledge Approach to the Appropriation of New Media in a High School Writing Classroom
Schwartz, Lisa H.
Interactive Learning Environments, v23 n5 p595-612 2015
Youths' learner-generated designs, instantiated in digital practices, spaces and artifacts, are underutilized in schools. Additionally, digital media tools are often taken up in reductive ways that serve to perpetuate deficit discourses for youth from nondominant communities, rather than reflect the creativity and innovation that youth practice within digital domains. To address these issues, this article shares a funds of knowledge approach to the use of new media in classrooms. Coupled with an emphasis on new literacies and multiliteracies, this approach was instantiated in partnership with Ms. Smith and her high school writing classroom. The partnership engaged new media in order to appropriate and develop learner-generated designs in classroom spaces.
Descriptors: Cultural Background, Multiple Literacies, Literacy, High School Students, Secondary School Teachers, Writing Instruction, Teaching Methods, Cooperation, Educational Research, Educational Objectives, Intervention, Ethnography, Essays, Audience Awareness, Student Attitudes, Interviews, Assignments, Mexican Americans, Immigrants, Information Technology, Semiotics, Social Networks, Curriculum Design, Electronic Publishing
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Arizona