Learning from Ninjas: young people’s films as a lens for an expanded view of literacy and language

Escott, Hugh; Pahl, Kate

doi:10.1080/01596306.2017.1405911

Cited by 7 publications

(7 citation statements)

References 42 publications

(37 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, we have begun to re-think what literacy and language could be. In my joint work with Hugh Escott (Escott & Pahl, 2017) we have begun to notice how young people's frameworks for understanding communicative practices are wider than ours and let in more things -material things as well as multimodal things. Returning to the idea of civic engagement, we ask the question, "what if?"…”

Section: Re-thinking Literacy Ontologies For Youth Civic Engagementmentioning

confidence: 99%

“…In our research projects we have also asked young people to make films about language and literacy. Making a film about a world without language opened up the possibility of material objects as agents within a communicational ensemble (Escott & Pahl, 2017). From this work we have begun to re-theorise civic engagement by re-defining literacy practices to become understood as expansive, fluid and speculative in nature.…”

Section: The New Literacy Studies As An Agent Of Changementioning

confidence: 99%

See 1 more Smart Citation

Recognizing Young People’s Civic Engagement Practices: Rethinking Literacy Ontologies through Co-Production

Pahl

2019

SSJ

View full text Add to dashboard Cite

In this article I argue that it is important to find a language to describe youth engagement practices in informal settings. I argue that many young people do not have the resources to be heard on visible platforms, but their work, and meaning making practices might provide important information about their ideas and relay key concepts about how communicational practices are constructed. Drawing on embedded, ethnographic and artistically informed projects with young people in communities, I argue for a deeper kind of listening. Artistic forms such as poetry, visual art, dance and music are important modes of engagement. I draw on cultural practice theory together with theory from new literacy studies and media studies to explore four questions: How do you craft what you know? How do you speak/make what you feel? How do you transform practice? How do you articulate action? I see these as components of the process of producing relationally oriented modes of address that others can also engage with. Taken together, they suggest a language of description for the mode that is civic engagement communicational practice, that is, oriented beyond individual experience but drawing from experience to make change happen in relational ways.

show abstract

Section: Re-thinking Literacy Ontologies For Youth Civic Engagementmentioning

confidence: 99%

Section: The New Literacy Studies As An Agent Of Changementioning

confidence: 99%

Recognizing Young People’s Civic Engagement Practices: Rethinking Literacy Ontologies through Co-Production

Pahl

2019

SSJ

View full text Add to dashboard Cite

show abstract

“…As social participants, students view, appropriate, and transmit memes and iconic moments from popular texts into their own multimedia compositions (cf. Escott & Pahl, 2019; Jenkins, 2006a; 2006b; Knobel & Lankshear, 2007). These digital practices are fast in that individuals can quickly navigate from site to site, shoot off fast text messages and faster Instagram posts, and curate their personal Snapchat stories, without deep, thoughtful processing or much composing.…”

Section: The Culminating Dilemma: Fast and Slow Literaciesmentioning

confidence: 99%

Fast and Slow Literacies: Digital and Compositional Conundrums in a Post-Truth Era

Schneider

King

Kozdras

et al. 2020

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

The purpose of this article is to isolate and detail various literacies deployed by youth when they composed multimodal texts that culminated in the production of student films. In particular, we focus on manifestations of young people’s thinking in the forms of fast and slow literacies. Using data from a series of research studies in which we observed Grades 3–12 students create short films in course-embedded field experiences and summer movie camps, we examined how the composition of student-made films allowed us to interrogate and elaborate literacies, both fast and slow, and the fast and slow thinking that supported the creation of those literate manifestations. We suggest fast and slow literacies, broadly construed, alter theories of literacy learning.

show abstract

“…The spoken word film became both an aesthetic and research object (Escott and Pahl, 2017) reflecting the poetry, languages and materials it was constructed from. The effects on students of this process of making a spoken word film were captured in their poetry (as well as the reflections above) including their metaphor of friendship: 'my friends are my life jackets'.…”

Section: Conclusion Disturbing the English Classroommentioning

confidence: 99%

The art of belonging: exploring the effects on the English classroom when poetry meets multilingual digital storytelling

Hirsch¹,

Macleroy

2019

English in Education

View full text Add to dashboard Cite

This paper explores what happened in the English classroom when two innovative projects merged and spoken word poetry became part of multilingual digital storytelling. As a Spoken Word Educator and Teacher Educator, we wanted to explore the complexity of bringing together these multimodal art forms. Making a poem come to life though film is hard and the research presented here interrogates these processes through working with a group of 13-14 year old students in the English classroom. Spoken word, digital storytelling and multilingualism are positioned within their emerging research fields, but remain on the margins of classroom activities. The critical ethnographic action research project examined how learning in the English classroom could be different. In the process of bringing together spoken word and multilingual digital storytelling, these students interrogate notions of belonging and uncover stories that matter through emotional and creative encounters with personal and cultural artefacts. These young people discover a shared imagery across languages and cultures and reclaim ownership over learning in the English classroom. Foregrounding spoken word and multilingualism in the English classroom had a transformative effect on young people's self-expression and imaginative thinking. In creating Belonging -A Spoken Word Film these students assert their multivoicedness.

show abstract

Learning from Ninjas: young people’s films as a lens for an expanded view of literacy and language

Cited by 7 publications

References 42 publications

Recognizing Young People’s Civic Engagement Practices: Rethinking Literacy Ontologies through Co-Production

Recognizing Young People’s Civic Engagement Practices: Rethinking Literacy Ontologies through Co-Production

Fast and Slow Literacies: Digital and Compositional Conundrums in a Post-Truth Era

The art of belonging: exploring the effects on the English classroom when poetry meets multilingual digital storytelling

Contact Info

Product

Resources

About