Designing Multimodal Texts in a Girls' Afterschool Journalism Club in Rural Kenya

Autor/inn/en	Kendrick, Maureen; Early, Margaret; Chemjor, Walter
Titel	Designing Multimodal Texts in a Girls' Afterschool Journalism Club in Rural Kenya
Quelle	In: Language and Education, 33 (2019) 2, S.123-140 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1516777
Schlagwörter	After School Programs; Journalism Education; Females; Foreign Countries; Rural Areas; Laptop Computers; Clubs; Photography; Information Technology; Audio Equipment; Criticism; Models; Video Technology; Ethnography; Social Change; Multiple Literacies; Athletic Coaches; Interviews; Secondary School Students; Activism; Islam; Singing; First Aid; Competition; Kenya + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Weibliches Geschlecht; Ausland; Rural area; Ländlicher Raum; Laptop computer; Laptop; Computer; Digitalrechner; Club; Klub; Fotografie; Informationstechnologie; Audio-CD; Kritik; Analogiemodell; Ethnografie; Sozialer Wandel; Interviewing; Interviewtechnik; Sekundarschüler; Aktivismus; Politischer Protest; Gesang; Unfallhilfe; Wettkampf; Kenia
Abstract	Characteristic of the twenty-first century are new literacy practices that require users and producers to be fluent with the affordances of multiple modes across print and digital media. In under-resourced contexts such as East Africa, these complex new multimodal practices have not been well documented. In this paper, we explore the context of an afterschool journalism club in rural Kenya as an informal learning space for 32 adolescent girls to realize multimodal text design following our donation of a laptop, digital camera and voice recorder. Using ethnographic methods that positioned the girls as researchers of their own practices, we collaboratively documented the girls' changing social practices as they produced and designed videos in the context of their community and journalism club. As we proceeded through our analysis, we drew inspiration from Luke and Freebody's Four Resources Model for reading print texts and Serafini's reconceptualization of the Four Resources required for reading visual and multimodal texts, taking up their call to critique and reformulate the model within the rapidly changing context of twenty-first century literacy practices. Our study identifies the emergent and dynamic nested social practices of: (1) explorer, (2) participant-user, (3) performer, and (4) activist as integral to the design of videos. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01