Collaborative Design

This practitioner research study investigates the power of multimodal texts within a real-world context and argues that a participatory culture focused on literary arts offers marginalized high school students opportunities for collaborative design and authoring. Additionally, this article invites e...

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Bibliographic Details
Published inJournal of adolescent & adult literacy Vol. 58; no. 3; pp. 198 - 208
Main Author Broderick, Debora
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.11.2014
Subjects
At Risk Students
Cooperative Learning
Design
High School Students
Learning Modalities
Literacy
Multiple Literacies
Periodicals
School Publications
Writing Assignments
Online AccessGet more information
ISSN1081-3004
DOI10.1002/jaal.350

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Summary:This practitioner research study investigates the power of multimodal texts within a real-world context and argues that a participatory culture focused on literary arts offers marginalized high school students opportunities for collaborative design and authoring. Additionally, this article invites educators to rethink the at-risk label. This research specifically uses a multiliteracies framework to conduct a fine-grained analysis of a high school literary arts journal. Findings suggest that mapping the multiliteracies framework onto student work uncovers complex meaning-making, but does not necessarily address the collaborative nature of this particular multimodal project. This research introduces collaborative design as a theoretical hybrid approach that captures the complexities of both the creation of multimodal texts and the rich communities from which they flourish. This research therefore expands the multiliteracies framework, reconsiders the risk label, and explores the promise of a multiliteracies pedagogy.
ISSN:1081-3004
DOI:10.1002/jaal.350