ERIC Number: EJ1124450
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Bare Writing: Comparing Multiliteracies Theory and Nonrepresentational Theory Approaches to a Young Writer Writing
Smith, Amanda R.
Reading Research Quarterly, v52 n1 p125-140 Jan-Mar 2017
In this article, the author argues that new theoretical approaches to literacy are necessary for making visible the affective, embodied, and noncognitive domains of textual meaning making that are often obscured in traditional approaches. To experiment with this argument, the author conducted two analyses on the same data set, using multiliteracies theory and nonrepresentational theory as respective lenses through which to view the data. The data were from a three-year virtual ethnographic case study that the author conducted of Emily, a young writer, while she wrote a series of young adult gothic novels. These side-by-side analyses demonstrated how different views of Emily as an author emerged through each treatment of the data. In the analysis via the multiliteracies theory, she was shown to be a shrewd consumer and designer of multimodal compositions. The analysis via the nonrepresentational theory revealed Emily's writing to be produced through its participation with affective intensities, objects, and her haunting by novels' characters in a process that the author calls bare writing. The author suggests that nonrepresentational theory provides an alternative model for the research of literacies that instantiates an ontological view of literacies, thereby including more people and more texts in the everyday doing of literacies.
Descriptors: Comparative Analysis, Multiple Literacies, Ethnography, Case Studies, Females, Authors, Adolescent Literature, Novels, Writing (Composition), Affective Behavior, Literary Devices, Models, Theories
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Publication Type: Journal Articles; Reports - Research
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