NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ876252
Record Type: Journal
Publication Date: 2010-Mar
Pages: 9
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1081-3004
"Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom
Smythe, Suzanne; Neufeld, Paul
Journal of Adolescent & Adult Literacy, v53 n6 p488-496 Mar 2010
In response to uneven academic outcomes and resistance to reading and writing among ELLs in a Canadian grade 7 classroom, teachers and university-based researchers collaborated to introduce a podcast project in which children learned new digital and multimodal literacy skills as a pathway to success in academic literacies. Throughout the four months of the classroom ethnography, the researcher documented how the project built on and expanded children's semiotic resources, and how digital technologies and modes of learning were incorporated into a school setting typically oriented to traditional English print literacy. Although the podcast project emerged as a unique third pedagogic space, with potential benefits for academic literacy competencies, its transformative potential did not cross into the usual pedagogic arrangements governing assessment, curricula frameworks, and the social relations of the classroom. The authors conclude that the persistent marginalization of ELL students' semiotic resources for academic learning may account for this. (Contains 1 note.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada