Drawing near and pushing away: critical positioning in multimodal composition

Doerr-Stevens, Candance

doi:10.1080/1554480x.2016.1229621

Cited by 12 publications

(9 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings are detailed elsewhere (cf. Doerr-Stevens, 2016;Buckley-Marudas, 2016b). When focusing specifically on affordances of sound design, however, we observed several ways in which the combining of different sound elements into sonic ensembles allowed for a sonic simultaneity of representation and engagement with ideas.…”

Section: Findings: Collaborative Struggle With Soundmentioning

confidence: 94%

“…as a "voice" or social perspective in itself, Nelson and Hull (2008) describe multimodal texts such as digital stories and other media texts as housing conflicted positions or conflicting voices, a notion Soep (2006) describes as "crowded talk" (p. 201). A growing number of studies have focused specifically on the affordances of multimodality as a space for critical engagement and social struggle (Doerr-Stevens, 2016;Buckley-Marudas, 2016b;Wohlwend & Lewis, 2011). Santo (2013) in particular has suggested that such multimodal, digital spaces promote "hacker literacies," a set of practices that help an individual to become empowered in relation to participatory digital media, such that the social design and norms of digital spaces and their related texts are not ignored or taken for granted.…”

Section: Multivocality Of Multimodal Compositionmentioning

confidence: 99%

See 1 more Smart Citation

Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

Doerr-Stevens

Buckley-Marudas

2019

IJME

Self Cite

View full text Add to dashboard Cite

Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students’ collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.

show abstract

Section: Findings: Collaborative Struggle With Soundmentioning

confidence: 94%

Section: Multivocality Of Multimodal Compositionmentioning

confidence: 99%

Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

Doerr-Stevens

Buckley-Marudas

2019

IJME

Self Cite

View full text Add to dashboard Cite

show abstract

“…Some define authentic learning activities as those driven by student interest and providing students choice (Beck, ; Phillips, ) or as students connecting to the real world through their lived experiences and making an impact (Behizadeh, ). Others define authentic learning activities as grounding school learning within real‐world social contexts regarding texts, problems, interactions, and final products (Doerr‐Stevens, ). Schmier () conceptualized authentic school learning as learning that mobilizes learners’ experience and expertise as learning resources and enables knowledge and skill acquisition that learners can draw on in future real‐world contexts.…”

Section: Defining Authenticitymentioning

confidence: 99%

A Conceptual Framework for Authentic Writing Assignments: Academic and Everyday Meet

Wargo¹

2019

J Adolescent & Adult Lit

View full text Add to dashboard Cite

The author provides a conceptual framework that illustrates the spectrum of authentic writing assignments and operationalizes authenticity, in an effort to guide practitioners toward crafting writing assignments that are meaningful for students by reflecting and replicating the kinds of writing that occur outside of the academic context. The author outlines the research on authentic writing assignments and examines latent authenticity and functional authenticity while providing examples to illustrate differences between the two. The author also discusses the mixing of different elements to create both latent and functional authentic writing assignments.

show abstract

“…Several studies of media production in the form of video production or digital storytelling have documented the affordances of multimodal composition for youth to engage in social critique and alignment with public figures and social issues (Doerr-Stevens, 2016;Hull and Katz, 2006;Hull and Nelson, 2005). Often touted as "agentive" and "emancipatory", these media practices are presented as providing youth alternative spaces to express themselves outside of dominant narratives of gender and sexuality, race and immigrant status (Curwood and Gibbons, 2009;Pandya et al, 2015).…”

Section: Complicating Youth Voice: Attention Sociality and Participationmentioning

confidence: 99%

Multimodal exploration of civic stance in the English Language Arts classroom

Doerr-Stevens

2017

ETPC

Self Cite

View full text Add to dashboard Cite

Purpose This study/paper aims to explore civic participation within multimodal expression. With the rise of content produced and circulated within participatory cultures online, there has been much attention raised regarding questions of audience and attention to this content. For example, does production of media content constitute having a voice if no one is paying attention? Design/methodology/approach Using multimodal analysis and mediated discourse analysis, this study examines adolescents’ school-based media production and use of multimodal ensembles to recruit and maintain audience attention to specific content in their radio and video documentaries. Findings Research findings reveal deliberate attempts to connect with audience needs when creating media as well as exploration of emerging civic identities. Research limitations/implications Questions for how researchers in literacy and learning can further investigate and articulate civic engagement and advocacy are suggested. Practical implications Implications for how teachers can use multimodality to create spaces for civic engagement are provided. Originality/value This study is original in that few studies have applied the concepts of participatory politics to media products and process conducted in school settings. This study begins to test the utility of these constructs.

show abstract

Drawing near and pushing away: critical positioning in multimodal composition

Cited by 12 publications

References 22 publications

Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

A Conceptual Framework for Authentic Writing Assignments: Academic and Everyday Meet

Multimodal exploration of civic stance in the English Language Arts classroom

Contact Info

Product

Resources

About