Sparking Learning through Remix Journaling: Authenticating Participatory Ways of Knowing

Autor/in	Redmond, Theresa
Titel	Sparking Learning through Remix Journaling: Authenticating Participatory Ways of Knowing
Quelle	In: Journal of Adolescent & Adult Literacy, 65 (2022) 4, S.343-353 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Redmond, Theresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1214
Schlagwörter	Student Journals; Media Literacy; Undergraduate Students; Learner Engagement; Teaching Methods; Authentic Learning; Critical Thinking + Suchen Sie Ihr Suchwort? Studentenzeitung; Media skills; Medie competence; Medienkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken
Abstract	This study examined the impact of remix journaling as a new media literacy practice on undergraduate students' engagement and ownership of learning. Using arts-based pedagogy combined with new media literacies, this study chronicles students' perspectives on knowledge-building, expression, and social agency through remix journaling. Findings suggest remix as a contemporary literacy practice that expands and enhances students' critical thinking while cultivating authentic classroom cultures that bridge digital worlds by supporting reader engagement and the development of media literacies. Findings have implications for educational professionals, administrators, librarians, and media specialists seeking low-tech, high impact strategies for cultivating new media literacy practices in their classrooms and school communities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01