Teaching literacy in the new media age through the arts

Walsh, Christopher 2008, Teaching literacy in the new media age through the arts, Literacy learning : the middle years, vol. 16, no. 1, pp. 8-17.

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Title Teaching literacy in the new media age through the arts
Author(s) Walsh, Christopher
Journal name Literacy learning : the middle years
Volume number 16
Issue number 1
Start page 8
End page 17
Publisher Australian Literacy Educators' Association Ltd
Place of publication Norwood, S. Aust.
Publication date 2008-02
ISSN 1320-5692
Keyword(s) adolescents
art education
extracurricular activities
literacy education
middle school students
music activities
painting (visual arts)
relevance (education)
secondary education
multimodal design
Summary Many school literacy practices often ignore youths' creativity in the 'new media age'. School curricula often do not acknowledge the range of skills adolescents acquire outside formal education. Youths' new multi- modal social and cultural practices - as they fashion themselves creatively in multiple modes as different kinds of people in 'New Times' - points 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 multi-modal design (New London Group 1996). The results suggest the changed classroom habitus produced new and emergent discursive and material practices where creativity emerges as capital in an economy of practice. Recommendations are put forth for schools to recognise 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 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30017178

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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