#Poetryisnotdead: Understanding Instagram Poetry within a Transliteracies Framework

Autor/inn/en	Kovalik, Kate; Curwood, Jen Scott
Titel	#Poetryisnotdead: Understanding Instagram Poetry within a Transliteracies Framework
Quelle	In: Literacy, 53 (2019) 4, S.185-195 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12186
Schlagwörter	Poetry; Case Studies; Social Media; Literacy; Literacy Education; English Instruction; Teaching Methods; Computer Software; Writing (Composition); Student Centered Learning; Technological Literacy; Creativity; Poets; Feedback (Response); Peer Evaluation; Cooperative Learning + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Case study; Fallstudie; Case Study; Soziale Medien; Alphabetisierung; Schreib- und Lesefähigkeit; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technisches Wissen; Kreativität; Dichter; Kooperatives Lernen
Abstract	Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodaComl writing who employ ever-evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student-centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01