Seeing Academically Marginalized Students' Multimodal Designs from a Position of Strength

Autor/inn/en	Anderson, Kate T.; Stewart, Olivia G.; Kachorsky, Dani
Titel	Seeing Academically Marginalized Students' Multimodal Designs from a Position of Strength
Quelle	In: Written Communication, 34 (2017) 2, S.104-134 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088317699897
Schlagwörter	Foreign Countries; Secondary School Students; Educationally Disadvantaged; Language Arts; Multimedia Materials; Student Developed Materials; Persuasive Discourse; Writing (Composition); Qualitative Research; Design; Literacy Education; Authors; Literary Styles; Learning Processes; Semiotics; Multiple Literacies; Rhetoric; Singapore + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Sprachkultur; Persuasion; Persuasive Kommunikation; Schreibübung; Qualitative Forschung; Author; Autor; Autorin; Literarischer Stil; Learning process; Lernprozess; Semiotik; Rhetorik; Singapur
Abstract	This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students' multimodal designs to highlight opportunities taken up for expanding literacy practices traditionally not available to lower tracked students. Findings examine the authorial stances and rhetorical force that students enacted in their multimodal designs, despite lack of regular opportunities to author complex texts and a schooling history of low expectations. We extend arguments for the importance of providing all students with opportunities to take positions as designers and creators while acknowledging systematic barriers to such opportunities for academically marginalized students. This study thus counters deficit views of academically marginalized students' literacy practices by demonstrating their authoritative stance taking and enacting of layered positionalities through multimodal designs in which they renegotiated ways of knowing and doing in their classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01