Literate Arts in a Global World: Reframing Social Networking as Cosmopolitan Practice

Hull, Glynda; Stornaiuolo, Amy

doi:10.1598/jaal.54.2.1

Cited by 84 publications

(63 citation statements)

References 37 publications

(29 reference statements)

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“…Media engagement allows youths’ existing affiliations and connections to emerge and stimulates the creation of spaces wherein they may find connections that did not otherwise exist. We concur with Hull and Stornaiuolo (), who “seek a rapprochement between in‐school and out‐of‐school social media practices and conceptualizations of literacy, believing that opportunities to engage with distant and global audiences via digital social networks should now be threaded throughout the curriculum” (p. 86). The distance between local and global in our experience, however, was not as geographically vast as in Hull and Stornaiuolo's research that spanned continents.…”

Section: Finding and Founding Belonging Through Literaciessupporting

confidence: 70%

“…In this article, we lean on the theoretical underpinnings of educational cosmopolitanism (Hansen, ) to begin to develop new understandings about the range and variation of expressions of belonging that were found in the subtle, occasionally overlooked, and unscripted sites and practices of adolescents’ literacies in the after‐school context described below. Cosmopolitan literacies is a term informed by Hull and Stornaiuolo's () discussion of how adolescents involved in a global social media network took up the invitation to communicate across differences through their literacy practices, media production, and text compositions.…”

Section: Multimodal Literacymentioning

confidence: 99%

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Cosmopolitan Literacies of Belonging in an After‐school Program With Court‐Involved Youths

Vasudevan¹,

Kerr²,

Hibbert³

et al. 2014

J Adolescent & Adult Lit

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This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court‐involved youth. Our research is theoretically framed by educational cosmopolitanism and multimodal literacy and we situate our analysis within a discussion of cosmopolitan literacies of belonging. The research reported in this article is part of an ongoing, multi‐year study, and our initial analyses suggest that youth seek out and create opportunities to experience and communicate a sense of belonging through play, in fleeting moments, during structured curricular moments, and through both verbal and non‐verbal modes. Our article concludes with recommendations for how practitioners might build on adolescents’ cosmopolitan literacies of belonging within institutional contexts.

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Section: Finding and Founding Belonging Through Literaciessupporting

confidence: 70%

Section: Multimodal Literacymentioning

confidence: 99%

Cosmopolitan Literacies of Belonging in an After‐school Program With Court‐Involved Youths

Vasudevan¹,

Kerr²,

Hibbert³

et al. 2014

J Adolescent & Adult Lit

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show abstract

“…Applying cosmopolitan education ideas in this study (e.g. Hull and Stornaiuolo 2010;Saito 2010;Smith 2003), we advance that students involved in transnational education might benefit from (a) nurturing a genuine openness and attachments to the languages and cultures of their own and the foreign others; (b) critically reflecting upon locality and transnationality; (c) coconstructing the teaching, learning and assessing conditions for biliteracy or multiliteracies education in the transnational education contexts; and (d) taking up local and global projects for individual transformation and societal changes.…”

Section: Concluding Remarks and Methodological Implicationsmentioning

confidence: 99%

Lived literacy curriculum in a globalized schooling context: a case study of a Sino-Canadian transnational programme

Zhang¹,

Heydon

2014

Journal of Curriculum Studies

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“…Thus an ageing population and the younger member of society are trans-literate. Literature is, then, a social and transforming phenomenon enjoyed by all (Hull and Stornaiuolo 2010).…”

Section: Identifying the Future Reader -Celebrity Collaborator And Tmentioning

confidence: 99%

Signals and Signposts of the Future: Literary Festival Consumption in 2050

Robertson¹,

Yeoman²

2014

Tourism Recreation Research

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This conceptual paper uses a scenario planning process to facilitate possible futures for literary festivals, a form of festival tourism that has grown rapidly in the developed and developing countries of the world in the early decades of the 21 st Century and which continues to grow towards 2050. The paper addresses this in the context of two significant cities, Shanghai -a megacity in China, and Melbourne, the capital city of Victoria, Australia. The paper offers two scenarios for literary festivals, one drawn from science fiction and the other from a process of prognosis. The aim of this work is to contribute to research in festival tourism studies by exploring the signposts and signals that may confer the future role, form and function of literature and the format and activity of literary festivals and literary festival tourism in a changing world. Utilizing Signals and Signposts, the work contributes to the body of work which seeks strategic responses to rapid change, rapid urbanization and possible zones of uncertainty that may await literary festivals and associated tourism and community activity in the future. Keywords

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Literate Arts in a Global World: Reframing Social Networking as Cosmopolitan Practice

Cited by 84 publications

References 37 publications

Cosmopolitan Literacies of Belonging in an After‐school Program With Court‐Involved Youths

Cosmopolitan Literacies of Belonging in an After‐school Program With Court‐Involved Youths

Lived literacy curriculum in a globalized schooling context: a case study of a Sino-Canadian transnational programme

Signals and Signposts of the Future: Literary Festival Consumption in 2050

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