NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776475
Record Type: Journal
Publication Date: 2007-May
Pages: 33
Abstractor: Author
Reference Count: 83
ISSN: ISSN-0034-527X
Designing Meaning with Multiple Media Sources: A Case Study of an Eight-Year-Old Student's Writing Processes
Ranker, Jason
Research in the Teaching of English, v41 n4 p402-434 May 2007
This case study closely examines how John (a former student of mine, age eight, second grade) composed during an informal writing group at school. Using qualitative research methods, I found that John selectively took up conventions, characters, story grammars, themes, and motifs from video games, television, Web pages, and comics. Likening his writing process to assemblage, I used the multiliteracies design framework (New London Group, 1996/2000) to understand how John took up various pieces from popular-cultural sources and redesigned them into a unique whole by assembling parts of previously mediated meanings into a new set of meanings (rather than replicating already-available stories from popular culture). This case study highlights the highly situated character of student compositions that incorporate popular culture, and the influence of specific media conventions, genres, and story grammars. John's case also provides a metalanguage for understanding, appreciating, and interacting pedagogically with the potential complexity of students' composing processes that incorporate popular media. (Contains 2 tables and 5 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A