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"Pandya, Jessica Zacher"
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Digital literacies through an intersectional lens: the case of Javier
Purpose
The purpose of this paper is to examine, through an intersectional lens, how digital video composing can be an act of redistributive social justice for students with learning disabilities.
Design/methodology/approach
The authors draw on two years’ worth of observation, interview, survey and digital video data to present a case study of Javier (all names are pseudonyms), a Latinx English Learner with several learning disabilities. The authors worked with him, making digital videos in a general education classroom as part of a larger design-based study. The authors describe how he made meaning in various modes, across modes, and how his intersectional identities inflected his meaning-making and were visible in his video artifacts.
Findings
Javier was an able digital composer, made meaning across modes and was attentive to audience. His videos offer a portrait of a child with learning disabilities navigating his complex cultural worlds.
Research limitations/implications
This is a single case study built to bridge multiple theoretical and disciplinary backgrounds. Javier was able to compose semiotically powerful messages with socially powerful digital tools.
Originality/value
The authors argue that the use of such tools is a chance for redistributive social justice. Children traditionally underserved by innovations in digital making should not be left out.
Journal Article
Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale
In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children \"inquiry and higher-order thinking\" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills the inquiry process purports to engender and the potential for critical literacy development it advertises are lost in the standardized, step-by-step implementation characteristic of the entire language arts curriculum itself. The article ends with implications and descriptions of promising alternatives that promote both critical thinking skills and critical literacy practices.
Journal Article
Unpacking Pandora's Box: Issues in the Assessment of English Learners' Literacy Skill Development in Multimodal Classrooms
In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners’ literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k‐12 as well as college students, given the existing complexity of assessing ELLs’ traditional literacy skills. I use a case study of a college student, as well as data from a project in a k‐8 site, to explore these issues and provide some starting points for a larger public discussion. I unpack four key issues and offer approaches to address each one.
Journal Article