Adolescents’ Web-Based Literacies, Identity Construction, and Skill Development

Alvermann, Donna E.; Marshall, James D.; McLean, Cheryl; Huddleston, Andrew; Joaquin, Jairus; Bishop, John B.

doi:10.1080/19388071.2010.523135

Cited by 52 publications

(19 citation statements)

References 11 publications

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“…Being surrounded by rich texts such as those found throughout the Instapoetry community, and at zero cost, has the potential to improve the reading comprehension abilities of young people worldwide. This global accessibility reflects the act of transliteracies, associated with social purposes, in certain times and places, to share stories of youth and improve writing abilities (Alvermann et al, ; Stornaiuolo et al, ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…A transliteracies perspective motivates much of the current research pertaining to literacy and digital poetry composition. Given the connection of literacy to the ‘social purposes' of particular times and spaces (Alvermann et al, , p. 180), it is clear why digital and multimodal poetry, written for a contemporary, global audience, is being characterised as a new style of literature constructed in its socio‐cultural context: the interconnected online world of readers, writers and reviewers (Stornaiuolo et al, ; Street, ; Wertsch, ). Consequently, Instapoetry transcends time and space boundaries in a globalised, digital world to remix language modes as part of the meaning making process (Callahan & King, ; Lankshear & Knobel, ; Stornaiuolo et al, ).…”

Section: Understanding Instapoetry As a Digital Global Literacy Pracmentioning

confidence: 99%

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#poetryisnotdead: understanding Instagram poetry within a transliteracies framework

Kovalik

Curwood

2019

Literacy

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Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodal writing who employ ever‐evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student‐centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Understanding Instapoetry As a Digital Global Literacy Pracmentioning

confidence: 99%

#poetryisnotdead: understanding Instagram poetry within a transliteracies framework

Kovalik

Curwood

2019

Literacy

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“…Malgrat la novetat del concepte de competència digital (i àdhuc de la disparitat d'aproximacions conceptuals, de què parlarem en breu), la urgència en garantir-ne l'adquisició per part de l'alumnat ha propiciat prou investigacions al respecte al nivell educatiu obligatori al context internacional (Alvermann et al, 2012;Bulfin & North, 2007;Casey & Bruce, 2011) i també al nostre context, sigui directament o indirecta (Ferrés i Prats et al, 2011;González Martínez, Espuny Vidal, de Cid Ibeas, & Gisbert Cervera, 2012). En general, però, aquestes investigacions han mirat més de descriure quina és la realitat del nostre alumnat en relació amb la competència digital, que no pas encaminar-se cap a les diferents accions que cal fer, des del punt de vista de la planificació educativa, per garantir-la efectivament.…”

Section: Introduccióunclassified

Instruments per a l’avaluació de la competència digital de l’alumnat de secundària

Abou

Martínez

2017

UTE

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ResumAls darrers anys, moltes investigacions s'han dedicat a la reflexió al voltant del concepte de competència digital i de l'essència del nou alumnat, que ha crescut envoltat de tecnologia. Com a resultat d'aquestes reflexions, han sorgit diversos instruments que miren d'avaluar la competència digital des de diferents perspectives. A aquest article partim de la necessitat d'avaluar aquesta competència a l'alumnat de secundària, per determinar les accions formatives necessàries per garantir-ne l'adquisició, al servei de l'aprenentatge. Analitzem els dos instruments disponibles específicament adreçats a l'alumnat d'aquesta edat, iDCA i INCOTIC-ESO, i determinem els paral·lelismes i les divergències. Finalment, proposem l'ús complementari per obtenir un diagnòstic més complet que lligui amb la definició més completa de competència digital.Paraules clau: competència digital; instruments; educació secundària; avaluació Tools for the evaluation of digital competence of high school students AbstractIn recent years, many researchers have dedicated their effort to reflect about the digital competence concept and the new students' nature regarding their relation with omnipresent Information and Communication Technologies. As a result, today we have available different instruments for assessing digital competence from various perspectives. In this paper, we focus on the needs of assessing secondary students' digital competence, for being able to design new learning activities, if needed, in order to improve their general learning. For doing this, we analyse the two disposable main instruments designed specially for secondary students, iDCA and INCOTIC-ESO; and we state their main similarities and differences. Finally, we suggest their complementary use for having a more complete diagnosis related to the most complete digital competence concept.

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“…Students in the study made sense of text through multimodal dialogue to co-construct meaning while building a community of readers and writers. Literacy as a social practice contributed to the construction of social identities (Alvermann et al, 2012) as students constructed an affinity space (Gee, 2004) which promoted agency (Cope & Kalantzis, 2010) and equality among members of an online participatory culture (Jenkins, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Knowledge is not merely "the sum of individuals' knowledge" but is rather "distributed among participants as the nature of their participation shifts" (Gutiérrez & Stone, 2000, p. 160). In co-constructing meaning, group members may participate in collaborative communities to develop literacy practices and construct identity (Alvermann et al, 2012), develop a participatory culture (Jenkins, 2006), or an affinity space (Gee, 2004). In this way they can develop response and agency while examining their own knowledge and beliefs with those of others (Alvermann, 2009;Azmitia, 1988;Barron, 2000;Daiute & Dalton, 1993).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

The Writer in the Reader

Dwyer

Larson

Exploring Technology for Writing and Writing Instruction

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Digital reading environments are redefining the relationship between reader, text, activity, and sociocultural context. This chapter explores the nature of engagement, collaboration, and reader/writer response, as sixth-grade students from Ireland and the United States read and responded to electronic books within the context of an online global literature circle. In response to the readings, students composed digital thinkmarks, which served as springboards for subsequent written asynchronous message board discussions. Findings from this qualitative case study suggest that peer collaboration in an online literature discussion forum enabled the construction of social identity, community building, and a sociocultural situated response and engendered immersion in, involvement with, and interpretation of texts.

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Adolescents’ Web-Based Literacies, Identity Construction, and Skill Development

Cited by 52 publications

References 11 publications

#poetryisnotdead: understanding Instagram poetry within a transliteracies framework

#poetryisnotdead: understanding Instagram poetry within a transliteracies framework

Instruments per a l’avaluació de la competència digital de l’alumnat de secundària

The Writer in the Reader

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