Literacies in the Making: Exploring Elementary Students' Digital-Physical Meaning-Making Practices While Crafting Musical Instruments from Recycled Materials

Autor/inn/en	Hagerman, Michelle Schira; Cotnam-Kappel, Megan; Turner, Julie-Anne; Hughes, Janette M.
Titel	Literacies in the Making: Exploring Elementary Students' Digital-Physical Meaning-Making Practices While Crafting Musical Instruments from Recycled Materials
Quelle	In: Technology, Pedagogy and Education, 31 (2022) 1, S.63-84 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hagerman, Michelle Schira) ORCID (Cotnam-Kappel, Megan) ORCID (Hughes, Janette M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2021.1997794
Schlagwörter	Bilingual Students; Urban Schools; Language of Instruction; French; Comprehension; Literacy Education; Foreign Countries; Elementary School Students; Musical Instruments; Recycling; Grade 5; Cooperative Learning; Problem Based Learning; Active Learning; Educational Technology; Technology Uses in Education; Multilingualism; Student Projects; Canada + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching language; Unterrichtssprache; Französisch; Verstehen; Verständnis; Ausland; Musikinstrument; School year 05; 5. Schuljahr; Schuljahr 05; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mehrsprachigkeit; Multilingualismus; Schulprojekt; Kanada
Abstract	This study describes the literacies practices of three bi/multilingual fifth-grade students attending a French-language school in an urban community in Canada during a digital-physical Maker activity that included three phases: Plan Making, Instrument Making and Multimodal Making. Framed by theories of new literacies and embodied/sensory literacies, the authors captured students' first-person gaze with video spy glasses to inform understandings of their meaning-making practices in activity. Evidence suggests that students' Making was shaped by the ways that they understood themselves in relation to others, to materials, and to the expectations of schooling. Given the embodied meanings situated in the musical instruments that students made and the diverse, dynamic, discursive nature of students' literacies practices while Making at every phase, teachers are encouraged to adopt non-linear conceptualisations of Maker projects, and pedagogies that are active, responsive, and place value on the embodied meaning-making processes that bi/multilingual youth can use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01