"Air I Breathe": Songwriting as Literacy Practices of Remembrance

Autor/inn/en	Deroo, Matthew R.; Watson, Vaughn W. M.
Titel	"Air I Breathe": Songwriting as Literacy Practices of Remembrance
Quelle	In: Journal of Literacy Research, 52 (2020) 2, S.158-179 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deroo, Matthew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X20915518
Schlagwörter	After School Programs; Literacy Education; Singing; Musical Composition; Music Education; Grief; Interdisciplinary Approach; Memory; African American Students; Family School Relationship; Multiple Literacies; Personal Narratives; Teaching Methods; Information Technology; High School Students; Females; African American Community; Student Attitudes; Program Descriptions; Michigan (Detroit) + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Gesang; Komponieren; Musikerziehung; Trauer; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Gedächtnis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; High school; High schools; Oberschule; Weibliches Geschlecht; Schülerverhalten
Abstract	This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, "In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?" We build upon interdisciplinary framings in literacy and social science research to advance new theoretical understandings of "literary practices of remembrance," highlighting the public sharing of independently authored digital compositions across various audiences through song. We conceptualize youths, enacting literacy practices of remembrance, as demonstrating three socially situated stances of sharing: evoking a passed-on narrative complicating temporality and permanence, historicizing artistic cultural expression, and demonstrating mutual sharing and stewardship of loss. We argue that various communities supported youths' meaning-making about loss, and we offer implications for teaching, research, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01