Seeing Academically Marginalized Students’ Multimodal Designs From a Position of Strength

Katherine Anderson, Olivia G. Stewart, Dani Kachorsky

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    Abstract

    This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities taken up for expanding literacy practices traditionally not available to lower tracked students. Findings examine the authorial stances and rhetorical force that students enacted in their multimodal designs, despite lack of regular opportunities to author complex texts and a schooling history of low expectations. We extend arguments for the importance of providing all students with opportunities to take positions as designers and creators while acknowledging systematic barriers to such opportunities for academically marginalized students. This study thus counters deficit views of academically marginalized students’ literacy practices by demonstrating their authoritative stance taking and enacting of layered positionalities through multimodal designs in which they renegotiated ways of knowing and doing in their classroom.

    Original languageEnglish (US)
    Pages (from-to)104-134
    Number of pages31
    JournalWritten Communication
    Volume34
    Issue number2
    DOIs
    StatePublished - Apr 1 2017

    Fingerprint

    Students
    student
    literacy
    Singapore
    secondary school
    deficit
    art
    classroom
    lack
    history
    language
    Literacy Practices
    Chemical analysis
    Rhetoric
    Qualitative Approaches
    Creator
    Stance
    Language Arts
    Positionality
    Stance Taking

    Keywords

    • authorial stance
    • lower tracked students
    • multiliteracies
    • multimodality
    • rhetorical force
    • Singapore
    • social semiotics

    ASJC Scopus subject areas

    • Communication
    • Literature and Literary Theory

    Cite this

    Seeing Academically Marginalized Students’ Multimodal Designs From a Position of Strength. / Anderson, Katherine; Stewart, Olivia G.; Kachorsky, Dani.

    In: Written Communication, Vol. 34, No. 2, 01.04.2017, p. 104-134.

    Research output: Contribution to journalArticle

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