Convergence: A Framework for a “New” Critical Literacy

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Author(s): Jennifer C. Stone (University of Alaska Anchorage, USA)and Ryan A. Schowen (University of Alaska Anchorage, USA)
Copyright: 2010
Pages: 18
Source title: Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom
Source Author(s)/Editor(s): Darren Lee Pullen (University of Tasmania, Australia)and David R. Cole (University of Technology - Sydney, Australia)
DOI: 10.4018/978-1-60566-673-0.ch003

Keywords: Education / Educational Technologies / Information Science Reference / Virtual Learning Environments

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Abstract

Online participation is becoming a significant part of many young people’s recreational literate lives. Nonetheless, the range of online literacies available in children’s out-of-school lives is rarely addressed in school-based literacy curricula and instruction. To address this gap, this chapter develops and illustrates a critical literacy framework based on Jenkins’ (2006) concept of “convergence.” Building on Jenkins’ theory of convergence, the authors pull together ideas from media studies, multiliteracies, and semiotics to develop a cohesive framework for unpacking the textual practices, practices of consumption, and social networks common in new media. The authors then illustrate this framework through an analysis of ideologies of gender in popular websites among elementary-age children, including Barbie, American Girl, Transformers, and Hot Wheels.

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Convergence: A Framework for a “New” Critical Literacy

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