The interplay of global forms of pop culture and media in teenagers’ ‘interest-driven’ everyday literacy practices with English in Greece

Rothoni, Anastasia

doi:10.1016/j.linged.2017.03.001

Cited by 16 publications

(9 citation statements)

References 21 publications

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“…Each article contributes to this approach with a different suggestion. Sultana and Dovchin align with literature on foreign language teaching and learning, which advocates integrating vernacular uses of English to expand the scope of EFL writing pedagogy (e.g., Rothoni, 2017 ; Schreiber, 2015 ), and argue that students’ transmodal and translingual practices be considered in EFL teaching. Sindoni emphasizes the potential of multimodality for student self-expression, which counterbalances a sole reliance on language for practices of self-expression and interaction (see also Duran, 2017 ; McGinnis et al., 2007 ; Schreiber, 2015 ; Sultana, 2014 ).…”

Section: Implications For Language Pedagogymentioning

confidence: 85%

“…Our interest in the implications of our research for language pedagogy is in the spirit of Cope and Kalantzis (2009) , whose multi-literacies approach is grounded on bringing together “what was happening in the world of communications” with “the teaching of language and literacy in schools” (2009: 164). This line of thinking has been part of conversations in Linguistics & Education ( Cekaite & Bjork-Willen, 2018 ; Duran, 2017 ; Fernández-Fontecha, O’Halloran, Wignell, & Tan, 2020 ; Lacasa, Martínez & Méndez, 2008 ; McGinnis, Goodstein-Stolzenberg & Saliani, 2007 ; Rothoni, 2017 ), and has been taken up in foreign language teaching and learning, for example with regard to expanding the scope of EFL writing pedagogy by encompassing vernacular uses of English in various youth cultures (e.g., Kim, 2018 ; Schreiber, 2015 ; Shepard-Carey, 2020 ).…”

Section: Implications For Language Pedagogymentioning

confidence: 99%

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Investigating digital language/media practices, awareness, and pedagogy: Introduction

Androutsopoulos

2021

Linguistics and Education

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Section: Implications For Language Pedagogymentioning

confidence: 85%

Section: Implications For Language Pedagogymentioning

confidence: 99%

Investigating digital language/media practices, awareness, and pedagogy: Introduction

Androutsopoulos

2021

Linguistics and Education

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“…mantener comunicación con familiares o amigos que viven lejos. Esto coincide con los datos reportados en la encuesta Kidsonline 5 y también a nivel internacional (ROTHONI, 2017). Esta evidencia sugiere además que más que generar vínculos con desconocidos lo que se busca es extender la comunicación de conocidos fuera de las instancias cara a cara.…”

Section: Resultsunclassified

Aprendizaje y literacidad fuera de la escuela en la era digital: aproximaciones desde la ruralidad

Thibaut

Calderon

2020

Educ. Pesqui.

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Resumen En el marco de la era digital, el presente estudio explora las prácticas de literacidad de niños fuera de la sala de clases y su conexión con procesos de aprendizaje formal en un contexto rural. Utilizando una perspectiva ecológica y sociocultural, el artículo busca conectar áreas de investigación que frecuentemente se encuentran separadas en la literatura, como lo son los estudios centrados en la escuela y aquellos de aprendizaje informal; así como indagar en un área como es la educación rural que se encuentra sub-estudiada en la literatura. El estudio se sitúa en una localidad rural en Chile. Se utilizó una metodología de estudio de caso múltiple. Los resultados indican una orientación hacia las prácticas de literacidad digital en el hogar, pese a la falta de disponibilidad de tecnologías. Esto contrasta con la existencia de material impreso en los hogares y da cuenta de la importancia de distinguir conceptualmente el acceso y la disponibilidad hacia estos recursos (KALMAN, 2005). Se observa además que las prácticas que llevan a cabo los niños en su día a día son impulsadas por la entretención, la interacción con otros, el juego o el interés en aprender un tema específico. Por último, el análisis indica una discontinuidad con las prácticas de literacidad observadas en la sala de clases.

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“…In Phase 1, the data shows a disconnection between the way students were engaging in literacy (mostly through paper-based reading and writing) and the way scholars report youth new literacy practices (Lammers et al, 2014;Rothoni, 2017). In fact, the analysis revealed that new literacy practices were mainly absent, which might be due to the low use of technology in the Spanish classrooms.…”

Section: New Literacies In the Everyday Classroommentioning

confidence: 97%

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

Thibaut

Carvalho

2020

E-Learning and Digital Media

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Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

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The interplay of global forms of pop culture and media in teenagers’ ‘interest-driven’ everyday literacy practices with English in Greece

Cited by 16 publications

References 21 publications

Investigating digital language/media practices, awareness, and pedagogy: Introduction

Investigating digital language/media practices, awareness, and pedagogy: Introduction

Aprendizaje y literacidad fuera de la escuela en la era digital: aproximaciones desde la ruralidad

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

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