Designs of Meaning: Redesigning Perceptions of School and Self Using Tactics of Resistance

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Author(s): Donna Mahar (State University of New York, USA)
Copyright: 2010
Pages: 16
Source title: Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age
Source Author(s)/Editor(s): Darren Lee Pullen (University of Tasmania, Australia), Christina Gitsaki (University of Queensland, Australia)and Margaret Baguley (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-60566-842-0.ch002

Keywords: Digital Literacy / Educational Technologies / Information Science Reference / Library & Information Science

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Abstract

This chapter focuses on Colleen, one of 22 youths who took part in a two year qualitative study designed to explore young adolescents’ use of information communication technology (ICT) and popular media texts to make sense of themselves and their world. The rationale for the study stemmed from limited research concerning the overlaps and schisms between adolescents’ use of ICT and popular media texts in their everyday lives (home, community, peer group) and how adolescents’ engagement with ICT and popular media texts affects established social institutions. The New London Group’s (1996) conception of multiliteracies (Cope & Kalantzis, 2000) and an activity theory-influenced framework (Beach, 2000; Cole, 1996; Engestrom & Miettinen, 1999) were used to guide the study. Colleen’s use of ICT and popular media texts, both in and outside of school, illustrates the non-linear, non-hierarchical complexity of the pedagogy of multiliteracies (Cope & Kalantzis, 2000).

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Designs of Meaning: Redesigning Perceptions of School and Self Using Tactics of Resistance

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