NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1114177
Record Type: Journal
Publication Date: 2016-Sep
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1741-4350
Railways, Rebellions and Rage Against The Machine: Adolescents' Interests and Meaning-Making in the Creation of Multimodal Identity Texts
Nagle, Joelle; Stooke, Rosamund
Literacy, v50 n3 p158-165 Sep 2016
This paper draws on a Canadian qualitative case study grounded in multiliteracies theory to describe the meaning-making processes of four students aged 13-14 years as they created history projects. Students were invited to explore curriculum content in self-chosen ways and to produce presentations in a range of formats. The data we present and discuss were collected through participant observation and in-situ interviews with four students who selected digital formats. We examine these data using multiliteracies concepts: specifically multimodality and identity texts. We argue that multimodal literacy practices have potential to bridge gaps between students' in-school and out-of-school lives and underscore the importance of allowing students to draw on their out-of-school identities and interests to guide explorations of curriculum content.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A