"Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom

Autor/inn/en	Smythe, Suzanne; Neufeld, Paul
Titel	"Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2010) 6, S.488-496 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.6.5
Schlagwörter	Ethnography; Grade 7; Literacy; Semiotics; English (Second Language); Classroom Observation Techniques; Social Networks; Multimedia Materials; Teaching Methods; Technology Uses in Education; Instructional Design; Communities of Practice; Student Projects; Technological Literacy; Canada + Suchen Sie Ihr Suchwort? Ethnografie; School year 07; 7. Schuljahr; Schuljahr 07; Alphabetisierung; Schreib- und Lesefähigkeit; Semiotik; English as second language; English; Second Language; Englisch als Zweitsprache; Social network; Soziales Netzwerk; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Community; Schulprojekt; Technisches Wissen; Kanada
Abstract	In response to uneven academic outcomes and resistance to reading and writing among ELLs in a Canadian grade 7 classroom, teachers and university-based researchers collaborated to introduce a podcast project in which children learned new digital and multimodal literacy skills as a pathway to success in academic literacies. Throughout the four months of the classroom ethnography, the researcher documented how the project built on and expanded children's semiotic resources, and how digital technologies and modes of learning were incorporated into a school setting typically oriented to traditional English print literacy. Although the podcast project emerged as a unique third pedagogic space, with potential benefits for academic literacy competencies, its transformative potential did not cross into the usual pedagogic arrangements governing assessment, curricula frameworks, and the social relations of the classroom. The authors conclude that the persistent marginalization of ELL students' semiotic resources for academic learning may account for this. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10