Chapter 6. An Eye on the Text and an Eye on the Future: Multimodal Literacy in Three Johannesburg Families

Stein, Pippa; Slonimsky, Lynne

doi:10.21832/9781853598630-008

Cited by 13 publications

(9 citation statements)

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“…Following Appadurai, Stein and Slominsky (2006) claim that "the better off are more 'supple' at navigational capacities through constant practice and concrete experiences" while the poor "have fewer opportunities for practice" (p. 145). Following Appadurai, Stein and Slominsky (2006) claim that "the better off are more 'supple' at navigational capacities through constant practice and concrete experiences" while the poor "have fewer opportunities for practice" (p. 145).…”

Section: Discussionmentioning

confidence: 99%

Writing Through Bureaucracy

Leonard

2015

Written Communication

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Contemporary international migration produces a great deal of bureaucratic writing activity. This article reports on a study of one bureaucratic literacy practice-correspondence-of 25 international migrants in the United States. Contextual and practice-based analysis of data collected through literacy history interviews shows that (a) by virtue of living transnational lives, migrant writers develop correspondence practices that seem vernacular, but in fact take on the hegemonic qualities of modern bureaucracy, and (b) when composing everyday correspondence, migrant writers, rather than being subject to bureaucracy's whims, take up bureaucratic roles that allow them to manage their own and others' economic and geographic mobility. These findings complicate claims that migrant correspondence simply maintains relationships or fosters cultural cohesion. Migrant writers, while often corresponding to keep in touch with family and friends elsewhere, also adopt the practices of bureaucracy, becoming participants in the management of people on the move.International migration has increased in the last two decades, with numbers rising from 154 million in 1990 to 232 million in 2013. A total of 46 million

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Section: Discussionmentioning

confidence: 99%

Writing Through Bureaucracy

Leonard

2015

Written Communication

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“…Jewitt and Kress 2003;Newfield 2009;Pahl 2003;Stein 2003Stein , 2007Stein and Slonimsky 2006). Central to these pedagogies is the recognition that modes have different meaning potentials (affordances), and that the reworking of meaning across different modes is a powerful stimulus to learning.…”

Section: Multimodal Pedagogiesmentioning

confidence: 99%

Multimodality, Creativity and Children’s Meaning-Making: Drawings, Writings, Imaginings

Bock

2016

SPILPLUS

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This paper uses a case study of the drawings, early writings and imaginative role play of two children to illustrate how children use a variety of modes to make meaning in ways that are creative and beyond the design and expectation of adults. It aims to valorise the kinds of practices in which children routinely engage but which are often overlooked and de-valued by adults, both parents and teachers. Framed by social semiotic theories of communication, multimodal pedagogies and cognitive accounts of children's drawings, it illustrates how the children in this study work easily and seamlessly across a variety of materials and modes, using the semiotic resources available in their environments, to create imaginary worlds and express meanings according to their interests. In profiling these children, this paper lends support to the claim of multimodal pedagogies that it is the shifting across modes, as well as the freedom to choose the mode of expression, that engages the child's affect and creativity and builds agency and voice.

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“…Prinsloo argues that in the absence of meaning-making activities in school which are connected to their social worlds, the children's chances of developing careers as successful readers and writers were limited by the narrowness of their school experience, rather than by their home experiences. Stein and Slonimsky (2006) present data from the CELL project in their ethnographic study of multimodal literacies involving adult family members and girl children, all of whom are high achievers in school literacy and who come from a range of socioeconomic backgrounds. They investigate the microcultures in each family in relation to its ideological nature (Street 1984): what kinds of textual practices count, by whom and for what ends, in relation to how different roles and identities for the child both as reader and as subject are constituted and projected.…”

Section: Major Contributions and Work In Progressmentioning

confidence: 99%

Literacies In and Out of School in South Africa

Stein

Prinsloo

2016

Literacies and Language Education

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Ideas about literacy have been shaped in South Africa by historical processes including colonial conquest, missionary activity and race segregation, marking lines of inclusion and exclusion, that constructed religious, racial, cultural and educational/intellectual divides. Post-apartheid democratic governmental processes have struggled with these legacies, as concerns with human rights, social justice and language equity have encountered the inequalities of the past and the developmental challenges of the present. One sign of these uneven struggles is the narrow way literacy is presented in contemporary school literacy and adult education debates since the 1990s, as a narrow skill to do with coding and decoding skills, reflecting the endurance of an autonomous model of literacy in current conceptions of literacy. This view of literacy as constituting sets of decontextualized, technical and yet socially transformative skills permeates Pippa Stein: deceased

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Chapter 6. An Eye on the Text and an Eye on the Future: Multimodal Literacy in Three Johannesburg Families

Cited by 13 publications

References 0 publications

Writing Through Bureaucracy

Writing Through Bureaucracy

Multimodality, Creativity and Children’s Meaning-Making: Drawings, Writings, Imaginings

Literacies In and Out of School in South Africa

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