Time, Space, and Text in the Elementary School Digital Writing Classroom

Kathy A. Mills Queensland University of Technology ; Beryl Exley Queensland University of Technology

Abstract

Theorists of multiliteracies, social semiotics, and the New Literacy Studies have drawn attention to the potential changing nature of writing and literacy in the context of networked communications. This article reports findings from a design-based research project in Year 4 classrooms (students aged 8.5-10 years) in a low socioeconomic status school. A new writing program taught students how to design multimodal and digital texts across a range of genres and text types, such as web pages, online comics, video documentaries, and blogs. The authors use Bernstein’s theory of the pedagogic device to theorize the pedagogic struggles and resolutions in remaking English through the specialization of time, space, and text. The changes created an ideological struggle as new writing practices were adapted from broader societal fields to meet the instructional and regulative discourses of a conventional writing curriculum.

Journal
Written Communication
Published
2014-10-01
DOI
10.1177/0741088314542757
CompPile
Open Access
Closed
Topics
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Citation Context

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