Artifactual Critical Literacy: A New Perspective for Literacy Education

Pahl, Kate; Rowsell, Jennifer

doi:10.5070/b82110050

Cited by 60 publications

(52 citation statements)

References 46 publications

(49 reference statements)

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“…Other researchers involved in visual methodologies signal even more forcefully the importance of considering the materiality of textual data in relation to the social. Pahl and Rowsell's (2011) "artifactual critical literacy approach," for example, "combines a focus on objects," asking questions about what these material data are, what they are made of, and the "stories" or situated cultural, historical, and social information that surround them. More specifically, Pahl and Rowsell forward that the artifacts that children create or hold in their daily lives tell stories about those lives.…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

The Affordances and Constraints of Visual Methods in Early Childhood Education Research: Talking Points from the Field

Heydon¹,

McKee²,

Phillips³

2016

J Child. Stud.

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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Visual methods are increasingly being developed and used in early childhood research. The literature strongly suggests the affordances of visual methods; still, such methods are not unproblematic. Through a critical reading of literature pertinent to visual methods in early childhood research (i.e., involving children from birth to age 8), including multimodal </span><span>literacy literature, this paper offers six discussion points to </span><span>promote critical conversations among educational researchers </span><span>about visual methods. The points pertain to the de nition of </span><span>visual methods, their potentialities in early childhood research, children’s rights and participation in research, authenticity and </span><span>children’s voices, methods for interpretations of visual texts </span><span>elicited from children, and ethics and assent. Aggregated, the points suggest the need for the enactment of critical, dialogic relationships between methods and methodologies, adults and children, and researchers and research participants. </span></p></div></div></div></div>

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Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

The Affordances and Constraints of Visual Methods in Early Childhood Education Research: Talking Points from the Field

Heydon¹,

McKee²,

Phillips³

2016

J Child. Stud.

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“…El enfoque artifactual de la alfabetización (Pahl y Rowsell, 2011) propugna la multimodalidad, lo cual implica en el caso de la alfabetización enfrentar a los alumnos no sólo con la lectoescritura convencional sino con las otras culturas, la oralidad, la cultura mediática y la cibercultura, ámbitos donde precisamente hay un universo de artefactos distintos a los de la cultura letrada, por ejemplo la carátula de un vídeo, un hipertexto o una performance acompañada de una serie de objetos (v.gr. kamishibai, tapetes de lectura, etc.).…”

Section: Artefactos Educativos Para El Siglo XXIunclassified

Artefactos culturales y alfabetización en la era digital: discusiones conceptuales y praxis educativa

Martos

García

2014

Teor. educ.

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RESUMENModernamente, han surgido diversas elaboraciones teóricas en torno al concepto de «artefacto», desde diversas áreas y paradigmas de las ciencias sociales y las humanidades. Sin pretender agotar la revisión teórica multidisciplinar, el artículo describe algunos ejes de las discusiones conceptuales y criterios para posibles intervenciones didácticas dentro de las prácticas educativas. El concepto de «cultura letrada» ha sido puesto en valor por Roger Chartier y otros autores. La noción de «artefacto cultural» ha sido objeto de debate por autores como Holland y Cole. En este artículo se proponen varias aplicaciones de los citados conceptos a la realidad educativa,

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“…The nature of literacy has undoubtedly changed; has become very divergent, multifaceted, and more importantly, materially situated (Pahl and Rowsell, 2011). Therefore, educators in the field of literacy are in search of different disciplines through which they can comprehend contemporary meaning-making (Pahl and Rowsell, 2010).…”

Section: Artifactual Literacies As Mode and Medium In Arts-based Resementioning

confidence: 99%

Arts-based Research and the Artistic and Creative Role of Artifacts as Stories in Literacy Practices

Debreli¹,

Aslantürk-Altintuğ²

2017

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This paper makes a debate on arts-based methodologies in terms of their application to literacy practices of students' wherein out-of-school artifacts are used to reveal stories about students' lives and strengthen their creative and critical thinking skills. It is argued that different stories and narratives emerge when we listen to students' narrating about artifacts, thus we claim that the application of artsbased methodologies to the field of literacy would enable educational researchers to obtain useful information about students' identities, values, and cultural backgrounds, and assist students artistically in using their creativity, imagination, and self-reflection in the narration process. Throughout the paper, the importance of multimodal literacy practices and how such practices can be enhanced through the use of narratives; the issue of self-reflexivity to emphasize students' subjective and reflexive presence as co-researchers in arts-based inquiries; and the issue of visual objects as modes of arts-based inquiries are discussed. A discussion on artifacts and everyday objects as reflections of others' lives and self-identities is also presented. Finally, artifactual literacies as both mode and medium in arts-based research are introduced.Key Words: Arts-based research, narratives, critical thinking, literacy research. Uludağ Üniversitesi Eğitim Fakültesi Dergisihttp://kutuphane.uludag.edu.tr/Univder/uufader.htm E. Debreli ve F.A. Altıntuğ / Eğitim Fakültesi Dergisi 30 (2), 2017, 637-656 Sanat Temelli Araştırma ve Yapay Olguların Okur-yazarlık Calışmalarında Hikaye Olarak Artistik ve Yaratıcı Rolü ÖZET Bu çalışma, öğrencilerin okur-yazarlık uygulamalarına uygulandıkları anlamda sanat temelli metodolojiler üzerine tartışmalar yapmaktadır. Okul dışı eserlerin öğrencilerin yaşamları hakkındaki hikayeleri ortaya çıkarmak ve yaratıcı ve eleştirel düşünme becerilerini güçlendirmek için yararlı olduğu savunulmaktadır. Öğrencilerin eserler hakkında anlattıkları farklı öykü ve anlatıların ortaya çıktığı ve böylece sanat temelli yöntemlerin okur-yazarlık alanına uygulanmasının eğitim araştırmacılarının öğrencilerin kimlikleri, değerleri, ve kültürel geçmişe odaklanmaları ve öğrencilere sanatsal anlamda yaratıcılıklarını, hayal gücünü ve kendini yansıtmayı anlatım sürecinde kullanmalarında yardımcı olduğu tartışılmıştır. Makale boyunca multimodal okur yazarlık uygulamalarının önemi ve bu tür uygulamaların anlatıların kullanılması yoluyla nasıl arttırılabileceği; öğrencilerin sanata dayalı araştırmalarda eş araştırmacılar olarak öznel ve refleksif varlığını vurgulamak için öz-refleksivite meselesi; ve sanat esasına dayanan araştırma biçimleri olarak görsel nesneler konusu da kapsanmıştır. Nesne ve günlük objeler üzerine başkalarının hayatlarının ve öz kimliklerinin yansımaları olarak bir tartışma da sunulmuştur. Son olarak, sanat temelli araştırmalarda hem mod hem de orta olmak üzere yapay edebiyatlar tartışılmıştır.Anahtar Sözcükler: Sanat-temelli araştırma, kişisel hikayeler, yaratıcı düşünme, okur-ya...

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Artifactual Critical Literacy: A New Perspective for Literacy Education

Cited by 60 publications

References 46 publications

The Affordances and Constraints of Visual Methods in Early Childhood Education Research: Talking Points from the Field

The Affordances and Constraints of Visual Methods in Early Childhood Education Research: Talking Points from the Field

Artefactos culturales y alfabetización en la era digital: discusiones conceptuales y praxis educativa

Arts-based Research and the Artistic and Creative Role of Artifacts as Stories in Literacy Practices

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