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Literacy in the new media age: creativity as multimodal design

Walsh, Christopher 2007, Literacy in the new media age: creativity as multimodal design, in Critical capital: teaching and learning, AATE, Canberra, A.C.T., pp. 1-19.

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Title Literacy in the new media age: creativity as multimodal design
Author(s) Walsh, Christopher
Conference name AATE & ALEA national conference 2007
Conference location Canberra
Conference dates 8 - 11 July 2007
Title of proceedings Critical capital: teaching and learning
Editor(s) McNamara, A.
Publication date 2007
Conference series Australian Association for the Teaching of English and Australian Literacy Educators Association Conference
Start page 1
End page 19
Publisher AATE
Place of publication Canberra, A.C.T.
Keyword(s) creativity
literacy
adolescents
capital
Summary Much of the current discourse of adolescence is best described as emblematic of modernity, as colonial, as gendered, and as administrative (Lesko, 2001) working to maintain “progressive” school literacy practices that ignore adolescents’ new “cyber-techno subjectivity” (Luke & Luke, 2001) and creativity in the “new media age” (Kress, 2003). School curricula often do not acknowledge the range of skills adolescents acquire outside formal education. Youths’ new multimodal social and cultural practices—as they fashion themselves creatively in multiple modes as different kinds of people in “New Times” (Luke, 1998)— oints to the liberating power of new technologies that embrace their imagination and creativity. In two middle years classes, adolescents’ creativity was recognised and validated when they were encouraged to re-represent curricular knowledge through multimodal design (New London Group, 1996). The results suggest the changed classroom habitus (Bourdieu, 1980) produced new and emergent discursive and material practices where creativity, through imaginative collaboration, emerges as capital in an economy of practice (Bourdieu, 1996). The findings suggest schools should recognize adolescents’ creativity—that often manifests itself through their cultural and social capital resources—as they integrate and adapt to the new affordances acquired through their out-of-school literacy practices.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2007
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007984

Document type: Conference Paper
Collection: School of Education
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