Can You Design for Agency? The Ideological Mediation of an Out-of-School Digital Storytelling Workshop

Katherine Anderson, Prudence Wales

    Research output: Contribution to journalArticle

    4 Citations (Scopus)

    Abstract

    This article explores an out-of-school digital storytelling workshop at a Singapore community center and how it was shaped by ideological clashes between differing definitions of literacies and learning. We unpack circulating ideologies of language learning in light of our attempts as workshop designers and facilitators to foster openings for youths' creative authoring practices. We develop a framework for examining stakeholders' negotiations of design efforts across what we call intended, authorized, and lived layers of a design dialectic. Our analysis details some of the ideological tensions between our own and institutional ideologies of literacies and language learning, as well as how these competing constructions positioned us as transgressors amidst circulating orientations to school in the workshop. This study has implications for curricular design, exploring and critiquing agendas of agency, and deconstructing discourses of literacies and learning.

    Original languageEnglish (US)
    Pages (from-to)165-190
    Number of pages26
    JournalCritical Inquiry in Language Studies
    Volume9
    Issue number3
    DOIs
    StatePublished - Jul 2012

    Fingerprint

    mediation
    school
    Ideologies
    learning
    community center
    language
    dialectics
    Singapore
    stakeholder
    Mediation
    Digital Storytelling
    Literacies
    discourse
    Ideology
    Language Acquisition
    Authoring
    Community Center
    Layer
    Stakeholders
    Designer

    ASJC Scopus subject areas

    • Linguistics and Language
    • Language and Linguistics
    • Education

    Cite this

    Can You Design for Agency? The Ideological Mediation of an Out-of-School Digital Storytelling Workshop. / Anderson, Katherine; Wales, Prudence.

    In: Critical Inquiry in Language Studies, Vol. 9, No. 3, 07.2012, p. 165-190.

    Research output: Contribution to journalArticle

    @article{3b4a6cf783474da797d55512852577c7,
    title = "Can You Design for Agency?: The Ideological Mediation of an Out-of-School Digital Storytelling Workshop",
    abstract = "This article explores an out-of-school digital storytelling workshop at a Singapore community center and how it was shaped by ideological clashes between differing definitions of literacies and learning. We unpack circulating ideologies of language learning in light of our attempts as workshop designers and facilitators to foster openings for youths' creative authoring practices. We develop a framework for examining stakeholders' negotiations of design efforts across what we call intended, authorized, and lived layers of a design dialectic. Our analysis details some of the ideological tensions between our own and institutional ideologies of literacies and language learning, as well as how these competing constructions positioned us as transgressors amidst circulating orientations to school in the workshop. This study has implications for curricular design, exploring and critiquing agendas of agency, and deconstructing discourses of literacies and learning.",
    author = "Katherine Anderson and Prudence Wales",
    year = "2012",
    month = "7",
    doi = "10.1080/15427587.2012.627021",
    language = "English (US)",
    volume = "9",
    pages = "165--190",
    journal = "Critical Inquiry in Language Studies",
    issn = "1542-7587",
    publisher = "Routledge",
    number = "3",

    }

    TY - JOUR

    T1 - Can You Design for Agency?

    T2 - The Ideological Mediation of an Out-of-School Digital Storytelling Workshop

    AU - Anderson, Katherine

    AU - Wales, Prudence

    PY - 2012/7

    Y1 - 2012/7

    N2 - This article explores an out-of-school digital storytelling workshop at a Singapore community center and how it was shaped by ideological clashes between differing definitions of literacies and learning. We unpack circulating ideologies of language learning in light of our attempts as workshop designers and facilitators to foster openings for youths' creative authoring practices. We develop a framework for examining stakeholders' negotiations of design efforts across what we call intended, authorized, and lived layers of a design dialectic. Our analysis details some of the ideological tensions between our own and institutional ideologies of literacies and language learning, as well as how these competing constructions positioned us as transgressors amidst circulating orientations to school in the workshop. This study has implications for curricular design, exploring and critiquing agendas of agency, and deconstructing discourses of literacies and learning.

    AB - This article explores an out-of-school digital storytelling workshop at a Singapore community center and how it was shaped by ideological clashes between differing definitions of literacies and learning. We unpack circulating ideologies of language learning in light of our attempts as workshop designers and facilitators to foster openings for youths' creative authoring practices. We develop a framework for examining stakeholders' negotiations of design efforts across what we call intended, authorized, and lived layers of a design dialectic. Our analysis details some of the ideological tensions between our own and institutional ideologies of literacies and language learning, as well as how these competing constructions positioned us as transgressors amidst circulating orientations to school in the workshop. This study has implications for curricular design, exploring and critiquing agendas of agency, and deconstructing discourses of literacies and learning.

    UR - http://www.scopus.com/inward/record.url?scp=84865277883&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84865277883&partnerID=8YFLogxK

    U2 - 10.1080/15427587.2012.627021

    DO - 10.1080/15427587.2012.627021

    M3 - Article

    VL - 9

    SP - 165

    EP - 190

    JO - Critical Inquiry in Language Studies

    JF - Critical Inquiry in Language Studies

    SN - 1542-7587

    IS - 3

    ER -