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

Written Communication Oct 2014

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
Open Access: Closed
Topics: literacy studies digital rhetoric multimodality multilingual writers

Citation Context

Cited by in this index (2)

Stewart (2023)

Using digital media in the classroom as writing platforms for multimodal author…

Computers and Composition
Anderson et al. (2017)

Seeing Academically Marginalized Students’ Multimodal Designs From a Position o…

Written Communication

Cites in this index (2)

Street (2005)

AT LAST: Recent Applications of New Literacy Studies in Educational Contexts

Research in the Teaching of English
ACKERMAN (1993)

The Promise of Writing to Learn

Written Communication

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