Bridging In‐School and Out‐of‐School Literacies

Abstract

As new technology has changed adolescents’ literate life pathways outside of school in remarkable ways, new uses of terminology, such as mutiliteracies, are necessary to capture the multidimensional nature of literacy. However, there have been few studies on the multiliteracies experiences of Korean adolescent English learners (ELs). In this article, through a case study, Pyo examines how an adolescent EL cultivated his literate identity through an inquiry‐based multimodal project. The findings reveal that the participant integrated his computer‐related practices and local experiences into the multimodal project. He used various modalities and orchestrated them for meaning making while inscribing an author's identity, which conveyed his message more comprehensively than writing alone could have done. This suggests that a multimodal literacy approach can be a powerful tool for ELs to connect in‐school and out‐of‐school literacies.

“The Door Was Always There”: Transnational Youth Leveraging Their Multiliteracies for Civic Justice

“…In sites of learning, they engage in processes such as translanguaging (Daniel & Pacheco, 2016), asserting their hybrid identities (Campano, 2007), and leveraging contacts from their global networks to navigate academic challenges (Wang, 2017). Such competencies often go unrecognized in schools (Pyo, 2016) and are further marginalized by current citizenship regimes (Alvarez & Wan, 2019). However, with educational support, these competencies could play central roles in the civic flourishing of transnational youth.…”

“…Critical framing: Situating meaning making within its wider cultural, historical, political, and ideological contexts 4. Transformed practice: Encouraging youth to utilize their learnings for new purposes and contexts and in alignment with their personal aims Over time, the multiliteracies framework has been reimagined by its original creators (e.g., Cope & Kalantzis, 2015;NLG, 2000) and by scholars and educators who adapted it to design participatory learning opportunities for youth (e.g., Broderick, 2014;Pyo, 2016). Others have traced generative directions for multiliteracies, such as those who foreground the importance of affect and emergence in meaning making (e.g., Leander & Boldt, 2013) and the urgency of building space for youth's own desires (e.g., Skerrett, 2016).…”

How Students’ Beliefs About Knowledge Matter in Multiple‐Source Reading Online: Implications for Classroom Instruction

“…Personal epistemology, which is generally understood as individuals' theories of knowledge (what counts as knowledge) and knowing (how one comes to know), is an important factor that affects both processes and outcomes of student learning (Hofer, 2001), as well as comprehension of multiple sources (Bråten, Britt, Strømsø, & Rouet, 2011). The existing literature in this area primarily discusses opportunities for students to engage in recognizing epistemologies as they connect to disciplinary literacy (Goldman, Snow, & Vaughn, 2016;Park, 2016), agency, and writing (Pyo, 2016;Uccelli & Phillips Galloway, 2017) or as they pertain to source evaluation (Castek & Manderino, 2017).…”

Using ethnography and ‘real literacies’ to develop a curriculum for English literacy teaching for young deaf adults in India

“…The social practices concept of literacy is a well-established theory, providing the basis for ethnographic-style research into the uses and meanings of literacy in everyday life, institutional and work-related contexts (Street 1993;Prinsloo and Breier 1996;Barton and Hamilton 2012). A social practices view of literacy understands reading and writing not primarily as measurable skills, but as purposeful activities embedded in social practices and informed by both personal and more widely shared meanings and values.…”

“…Like the P2P approach, studies of out-of-school literacies seek to bring young people's everyday literacy practices, their adolescent literacies (Elkins and Luke 1999), into education. Some of these studies explicitly consider the context of young people who are bilingual and/or who come from disadvantaged or marginal backgrounds (Stewart 2014;Pyo 2016), but there appears to be no overlap between this area of research and the field of deaf education. Nevertheless, we share with this body of research a desire to examine how a social practices perspective on literacy, with its focus on students' everyday literacy practices, can be drawn on to develop ways of teaching and learning that make lessons relevant to students, build on what they know already and also allow them to acquire skills they need (cf.…”