Seeing Academically Marginalized Students’ Multimodal Designs From a Position of Strength.
This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities t...
| Publicado en: | Written Communication Vol. 34; no. 2; pp. 104 - 135 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Sage Publications Inc.
Apr2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=122474629&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 122474629 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07410883 WRC jtl: Written Communication issn: 07410883 maglogo: Y pubinfo: dt: Apr2017 vid: 34 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 122474629 10.1177/0741088317699897 ppf: 104 ppct: 31 formats: tig: atl: Seeing Academically Marginalized Students’ Multimodal Designs From a Position of Strength. aug: au: Anderson, Kate T. Stewart, Olivia G. Kachorsky, Dani affil: Arizona State University, Tempe, AZ, USA su: Language arts ability testing Secondary school students Secondary school curriculum Social semiotics Sociology Rhetorical analysis sug: subj: Language arts ability testing Secondary school students Secondary school curriculum Social semiotics Sociology Rhetorical analysis keyword: authorial stance lower tracked students multiliteracies multimodality rhetorical force Singapore social semiotics ab: This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities taken up for expanding literacy practices traditionally not available to lower tracked students. Findings examine the authorial stances and rhetorical force that students enacted in their multimodal designs, despite lack of regular opportunities to author complex texts and a schooling history of low expectations. We extend arguments for the importance of providing all students with opportunities to take positions as designers and creators while acknowledging systematic barriers to such opportunities for academically marginalized students. This study thus counters deficit views of academically marginalized students’ literacy practices by demonstrating their authoritative stance taking and enacting of layered positionalities through multimodal designs in which they renegotiated ways of knowing and doing in their classroom. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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