Beruflich Dokumente
Kultur Dokumente
Research
Narrative
Over
the
past
four
years,
I
have
invested
in
research
into
teaching
that
aligns
with
adolescent
literacies
and
that
creates
access
for
all
youth
to
equal
opportunities
in
the
world.
I
have
invested
in
research
that
facilitates
critical
and
collaborative
learning
spaces
where
classroom
communities
use
their
various
cultural
knowledge
to
interrogate
the
work
of
writers
within
and
across
cultures.
In
both
research
from
the
field
of
adolescent
literacies
and
in
my
work
with
adolescents,
I
have
consistently
found
that
adolescents
prefer
hands-on
multimodal
engagement
with
their
learning.
Modes
include
the
auditory
(listening),
visual
(seeing),
kinesthetic
(interacting
physically),
linguistic
(written),
gestural
(body
language
and
expression),
sensory
(smells,
tastes)
(Cloonan
et
al,
2011).
Multimodal
includes
various
combinations
of
these
modes
in
either
texts
or
contexts.
As
my
colleagues
and
I
explain
in
our
recent
manuscript
accepted
for
publication
with
the
New
Educator,
adolescents
operate
within
multiple
social
and
cultural
contexts,
consisting
of
combinations
of
oral,
visual,
written,
kinesthetic,
and
digital
modes
(Jewitt,
2014).
The
reality
each
day
for
adolescents
is
consistent
encounters
with
visual,
auditory,
kinesthetic,
linguistic,
gestural,
and
sensory
texts.
Given
the
broad
range
of
their
literacies
when
interacting
with
these
texts,
it
is
no
surprise
that
texts
that
draw
on
many
modes
and
forms
of
interaction
are
essential
in
a
classroom.
Indeed,
if
we
want
youth
to
become
deep
analytical
readers
and
writers
of
every
kind
of
text,
I
believe
we
have
an
obligation
to
build
instruction
upon
their
cultures,
literacies,
languages,
and
interests.
I
teach
students
about
Fan
Fiction,
in
which
youth
join
on-line
writing
communities
where
they
take
popular
characters
from
films
and
video
games
and
novels
and
re-write
their
stories
by
placing
them
in
new
contexts
and
creating
new
plots
for
them
(Ito,
2008).
I
teach
about
the
power
of
graphic
novels
for
inspiring
language
learning
and
closer
reading.
I
teach
about
the
inspiration
of
Anime
comics
that
lead
adolescents
to
pursue
Japanese
language
and
cultures
(Black,
2009).
Inevitably,
an
undergraduate
or
graduate
student
will
say,
oh
yeah,
I
do
that.
Indeed,
with
on-line
cultures
such
as
these,
adolescents
have
access
to
authentic
writing
communities
that
provide
them
a
place
to
publish
and
try
out
their
writing
and
a
place
to
receive
feedback
on
their
writing
content
and
style.
I
research
my
practice
in
order
to
help
pre-service
teachers
design
instruction
that
builds
upon
such
literacies
and
that
re-creates
such
authentic
reading
and
writing
communities
in
the
classroom.
Furthermore,
I
pursue
and
research
multimodal
instruction
that
inspires
critical
interrogation
of
the
representations
writers
create
individually
and
collaboratively,
representations
that
can
both
empower
and
disenfranchise.
For
example,
I
often
invite
pre-
service
teachers
to
watch
a
music
video
that
intends
to
break
down
stereotypes,
but
ends
up
re-inscribing
these
same
stereotypes.
Together,
pre-service
teachers
and
I
draw
from
a
range
of
critical
questions
to
use
our
different
understandings
of
popular
culture
to
deconstruct
the
many
messages
texts
convey.
Together,
we
design
instruction
that
inspires
close
text
analysis
drawing
upon
critical
and
multimodal
analysis
of
a
range
of
texts
and
genres.
In
my
most
recent
manuscript,
in
press
for
2016
publication
in
the
New
Educator,
two
of
my
colleagues
and
I
embarked
upon
an
in-depth
analysis
of
a
class
we
had
collaboratively
designed
and
enacted
with
our
UPenn
Project
CALL
teaching
team.
The
class
focused
on
a
Chalk
Talk
experience
through
which
pre
and
in-service
teachers
drew
upon
a
range
of
modes
blackboard
writing,
silent
writing
onto
large
in
class
post-its
in
response
to
blackboard
posts,
and
a
large
group
discussionto
take
up
a
main
inquiry
into
teaching
that
helps
adolescents
critically
examine
the
relationships
between
race,
class,
languages,
and
cultures.
Through
a
process
of
identifying
critical
incidents
(Drennon
&
Cervero,
2002)
and
applying
open
coding
(Strauss
&
Corbin,
1990),
we
learned
that
each
mode
supported
deeper
relationship-building,
vulnerability,
and
authenticity
in
sorting
through
these
risky
concepts
for
ourselves.
We
also
found
that
the
small
group
blackboard
discussions
and
the
silent
chalk
talk
writing
led
to
productive
contact
zones
(Pratt,
1991)
in
which
students
learned
to
ask
hard
questions,
practice
being
allies,
and
reflect
on
their
own
assumptions
about
other
peoples
languages
and
cultures.
I
played
a
significant
role
in
the
data
analysis
and
writing
of
this
paper.
I
served
as
the
initial
analyst
of
the
data,
providing
the
vision
and
an
outline
for
the
paper,
leading
all
writing
meetings,
transcribing
notes,
and
re-vamping
the
vision
as
we
went.
My
colleagues
and
I
then
divided
up
each
section
of
data
and
developed
the
analysis
for
that
section
further.
We
also
divided
up
the
conceptual
frameworks
and
the
introduction
and
conclusion.
I
drafted
the
introduction
and
conclusion,
and
they
wrote
a
description
for
the
conceptual
frameworks
and
methods.
The
reviewers
requested
a
significant
set
of
missing
data
for
our
revision,
which
I
was
able
to
locateall
blackboard
posts
for
the
class
of
31
students
and
their
later
written
portfolio
reflections
at
the
end
of
the
course.
I
then
analyzed
all
of
this
data
and
significantly
revised
the
paper,
drawing
on
that
in-depth
data
analysis.
My
colleagues
provided
editing
support
and
whatever
additional
reflections
they
had
from
students
they
had
mentored.
I
also
provided
the
content
for
discussions
with
the
reviewers
for
the
third
round
regarding
a
disagreement
between
reviewers,
which
led
to
a
resolution,
drawing
from
additional
analysis
I
orchestrated
that
united
the
reviewers.
Many
in
the
field
of
multimodality
have
identified
the
usefulness
of
a
range
of
modes
given
the
affordances
and
constraints
of
any
given
mode,
but
this
work
demonstrates
the
layers
of
vulnerability
and
trust
that
can
be
forged
within
and
across
cultures
through
this
particular
scaffolding
of
modes.
In
my
publication
that
came
out
in
Feb.
2015
in
the
Journal
of
Adolescent
and
Adult
Literacy,
I
again
pursued
the
power
of
multimodal
teaching.
Only
in
this
publication,
my
colleague,
a
former
high
school
teacher
and
I
explored
how
ethnodrama
might
have
enhanced
her
goals
for
multicultural
teaching.
In
the
pursuit
of
productive
multicultural
learning,
we
juxtaposed
my
study
of
a
section
of
an
ethnodrama
pedagogy
I
created
with
high
school
students
with
a
moment
in
her
practice
when
she
taught
Heart
of
Darkness
that
re-inscribed
cultural
stereotypes.
As
the
lead
writer,
I
drew
upon
my
findings
to
make
suggestions
for
the
power
of
ethnodrama
in
overcoming
teacher-centric,
dominant
readings
of
inherently
racist
texts.
We
concluded
that
diversifying
texts
and
including
a
range
of
multimodal
texts
as
she
had
was
a
strong
decision
but
that
in
order
to
interrogate
the
primary
text
especially,
students
needed
four
ethnodramatic
questions:
1.
What
story
is
the
writer
telling?
2.
How
is
the
writer
telling
that
story?
3.
How
would
we
tell
that
story?
4.
What
are
the
cultural
implications
of
any
story
we
might
tell?
When
juxtaposed
with
a
more
traditional
classroom,
my
data
analysis
and
findings
from
my
ethnodrama
pedagogy,
designed
in
a
drama
elective,
open
new
ground
for
a
simplified
approach
to
reading
and
interrogating
complex
rhetorical
patterns
within
and
across
texts.
Such
critical
interrogation
of
a
multimodal
text
set
engages
a
broader
range
of
adolescent
identities,
cultures,
languages,
questions,
and
needs.
It
permits
adolescents
to
explore
the
relationships
between
texts
and
cultural
impacts,
between
literature
and
the
writing
of
history,
between
language
that
privileges
and
re-inscribes
and
language
that
challenges
and
transforms
possibilities
for
social
relationships.
These
relationships
between
texts
and
cultural
contexts
are
at
the
center
of
my
2014
publication
with
Penn
Graduate
School
of
Education:
Perspectives
on
Urban
Education
Journal.
In
this
manuscript,
I
delineated
my
teaching
of
Grammar
and
the
Writing
Process
through
an
introductory
multimodal
project
through
which
I
invited
students
to
research
the
language
acquisition
processes
of
several
youth
from
across
young
adult
literature
novels
and
to
capture
their
findings
in
the
form
of
an
iMovie.
Student
learning
about
writing
and
writing
pedagogies
through
the
in-depth
digital
analysis
of
the
language
acquisition
processes
of
these
youth
inspired
powerful
inquiries
into
language
in
context,
its
social,
cultural,
and
political
dimensions.
Indeed,
the
layers
of
learning
about
themselves
as
readers,
writers,
and
language
users,
and
about
adolescent
grammatical
design
of
rhetoric
in
the
midst
of
life
changing
contexts
helped
the
undergraduate
pre-service
teachers
understand
that
adolescents
are
not
just
learning
how
to
write
correctly;
they
are
as
Adrienne
Rich
has
noted,
writing
for
their
lives.
Students
were
able
to
explore
the
many
ways
that
these
adolescents
came
to
learn
how
to
read
and
write
and
the
implications
of
their
language
choices
for
their
survival
in
their
worlds.
My
practitioner
inquiry
demonstrates
the
power
of
such
ethnodrama
pedagogies
in
helping
expose
pre-service
teachers
to
a
wide
range
of
case
studies
of
English
Language
Learners
and
their
struggles
to
acquire
language
proficiency
amidst
messages
that
punish
them
for
the
languages
they
speak
and
that
silence
them
by
imposing
one
set
of
grammar
rules
upon
them.
This
research
demonstrates
undergraduate
learning
about
the
multiple
literacies
and
languages
of
youth
and
the
multiple
modes
undergraduates
themselves
encountered
that
also
facilitate
youth
abilities
to
adapt
their
language
learning
to
a
wider
range
of
contexts.
Indeed,
as
the
semester
progressed,
even
as
the
undergraduates
learned
standardized
grammar
rules,
they
maintained
their
deep
awareness
of
the
fluid
nature
of
language,
the
danger
of
imposing
one
language
as
right,
and
the
possibilities
of
researching
with
adolescents
the
work
of
language
in
context,
and
whom
or
what
may
be
privileged
by
any
given
grammatical
design.
I
have
several
submitted
manuscripts
that
continue
in
this
same
vein.
With
each
manuscript,
I
take
up
more
dimensions
of
the
power
of
ethnodramatic
and
multimodal
teaching.
In
a
manuscript
submitted
to
Curriculum
and
Inquiry,
I
take
up
the
challenge
of
engaging
youth
in
close
textual
analyses,
clarifying
the
role
of
drama
in
inspiring
cross-cultural
relationship
building
through
close-text
dramatic
analysis.
The
section
of
data
from
the
ethnodrama
pedagogy
I
delineate
in
this
paper
both
demonstrates
the
power
of
drama
to
inspire
student-centered
close
text
analysis
and
the
challenges
of
sustaining
that
student
ownership
and
close-text
analysis.
Just
today,
1.1.16,
the
reviewers
responded
with
helpful
feedback
for
how
to
improve
this
piece.
They
needed
me
to
forefront
and
streamline
the
framing
points
from
the
literature
review
as
well
as
the
analysis
from
the
research,
with
less
emphasis
on
my
teaching.
They
also
provided
helpful
commentary
on
the
need
to
situate
the
findings
within
broader
feminist
understandings
of
heteronormativity.
This
is
an
area
I
look
forward
to
pursuing.
These
are
manageable
revisions,
which
I
will
pursue
and
submit
to
another
journal.
In
another
manuscript,
submitted
to
the
Research
in
the
Teaching
of
English,
I
have
worked
hard
to
situate
a
larger
data
set
from
my
dissertation
within
its
potential
contribution
to
engaging
students
as
ethnographers
of
the
relationships
between
texts
and
cultural
contexts.
Feedback
from
reviewers
points
to
the
need
for
more
direct
commentary
from
students
and
to
a
more
in-depth
literature
review
across
the
fields
of
drama
and
ethnography.
Based
on
what
I
find
in
this
more
robust
reading
of
each
of
these
fields,
I
will
either
stick
to
my
argument
that
ethnodrama
can
speak
to
gaps
in
the
field
of
ethnography
in
its
possibilities
for
collaborative
and
transparent
data
analysis,
or
I
will
simplify
my
argument
and
focus
on
ethnodrama
and
critical
literacy.
Either
way,
the
feedback
from
two
submissions
and
two
sets
of
reviewers
has
prepared
me
for
the
next
journal,
English
Education
which
the
editors
recommend
for
this
piece.
With
one
other
manuscript,
Ethnodrama
as
Participatory
Action
Research,
submitted
to
Art/Research
International:
A
Transdisciplinary
Journal,
I
critique
a
colleagues
work
with
ethnodrama
as
professional
development.
Having
worked
closely
with
this
colleague
to
use
ethnodrama
to
open
conversations
with
audiences
about
the
rigors
and
challenges
of
teaching
and
navigating
schools
in
these
times,
I
align
ethnodrama
with
participatory
action
research,
noting
in
what
ways
his
work
and
my
facilitation
of
his
work
dovetails
with
PAR
principles
and
in
what
ways
we
are
still
reaching
to
sustain
PAR
with
audiences.
Charles
Vanovers
ethnodramatic
effort
to
use
teacher
stories
to
open
conversations
with
educators
from
a
range
of
positions
and
backgrounds
about
teaching
is
one
of
the
more
powerful
examples
of
professional
development
I
have
experienced.
By
reviewing
the
possibilities
and
challenges
of
this
work,
my
goal
is
to
inspire
others
to
use
ethnodrama
in
their
own
contexts
of
research
and
teaching.
Finally,
I
have
continued
to
invest
a
good
deal
of
time,
data
analysis,
and
writing
to
a
collaborative
book
my
colleagues
from
Penn
and
I
are
developing,
now
titled
Living
an
Inquiry
Stance:
Explorations
in
the
Practice
of
Adolescent
Literacy
Teacher
Education.
The
book
has
ebbed
and
flowed
with
each
new
iteration
of
the
professional
lives
of
the
nine-member
team,
and
I
am
happy
to
say
that
we
are
nearing
a
completed
proposal
for
submission
to
Teachers
College
Press,
with
all
chapter
writing
now
clarified
and
underway.
This
book
illuminates
the
power
of
living
honest
inquiries
with
teachers
and
with
adolescents
amidst
a
time
in
education
when
certainty
at
all
costs
is
privileged.
I
have
submitted
my
pieces
to
top
journals
in
the
hopes
of
receiving
the
best
feedback
I
can
for
how
to
improve
as
a
researcher
and
writer.
While
waiting
over
long
periods
for
their
feedback,
I
have
been
freed
up
to
embark
upon
new
research.
Last
Spring,
I
secured
IRB
approval
to
write
about
my
teaching
of
ENG
307:
New
Media
Literacies
in
ELA.
Indeed,
this
course
is
near
and
dear
to
my
heart
as
it
has
permitted
me
to
explore
a
broader
range
of
multimodal
practices
that
align
with
adolescent
literacies.
In
particular,
in
my
research
thus
far,
I
am
examining
the
evolution
of
pre-service
teacher
pedagogical
content
across
several
different
platforms.
What
fascinates
me
about
this
class
is
the
way
that
students
develop
their
aesthetic
abilities
and
in
turn
their
pedagogical
capacities
and
abilities
to
envision
and
articulate
the
sophisticated
layers
to
their
teaching.
I
love
that
this
is
transpiring
before
they
enter
the
field.
Their
confidence
and
excitement
as
creators
and
producers
of
their
pedagogical
desires
I
believe
holds
great
promise
no
matter
what
the
environmental
constraints.
Additionally,
I
have
just
completed
a
3-week
study
with
nine
adolescents,
ages
12-18.
These
youth
joined
me
at
a
PBS
station,
where
they
used
drama
to
build
community
and
to
surface
questions
about
their
communities,
filmed
interviews
with
their
peers
and
families
to
pursue
their
questions,
and
applied
editing
software
to
analyze
their
data
and
to
create
a
film.
This
study
holds
much
potential
for
illuminating
the
power
and
possibilities
of
drama,
interviews,
and
editing
software
for
catalyzing
close-text
analysis,
critical
interrogation
of
issues
facing
communities,
and
youth-led
community
organizing.
This
study
follows
on
the
heels
of
my
dissertation
work
and
the
feedback
I
am
receiving
from
reviewers.
With
this
study,
I
am
moving
closer
to
my
goals
as
a
researcher
and
a
practitioner.
Across
my
research
and
the
feedback
I
am
receiving,
I
keep
learning
more
about
the
challenges
in
my
practice
of
teaching
adolescents.
Indeed,
I
am
dependent
on
multiple
modes
that
align
with
adolescent
literacies
in
order
to
inspire
and
sustain
student-centered
instruction
through
which
students
experience
ownership
and
engagement
as
researchers
who
understand
and
can
apply
close
text
analysis
in
the
service
of
their
vision.
I
have
many
breakthroughs
with
each
study
of
my
practice,
but
I
am
not
there
yet.
Reviewers
of
recent
manuscripts
keep
agreeing
with
me
that
my
instructional
design
is
not
as
student-centered
as
I
am
reaching
for
it
to
be.
The
learning
opportunities
for
students
are
steep,
intellectually
rigorous,
and
rewarding,
but
I
am
still
learning
about
the
power
of
the
right
combinations
of
frameworks
and
multiple
modes
for
helping
teachers
like
me
put
tools
in
the
hands
of
adolescents
and
then
step
back
so
that
students
can
apply
those
tools
in
the
service
of
student-inspired,
driven,
real
world
research.
Indeed,
that
is
my
vision
for
teachers,
to
learn
about
the
power
of
integrating
real
world
research
into
any
of
their
instructional
designs
and
writing
projects.
Adolescents
need
to
know
they
have
a
voice
that
matters.
They
need
to
be
able
to
interrogate
the
messages
of
writers
for
whom
or
what
is
privileged.
They
also
need
to
know
how
to
use
and
interrogate
their
research
processes
by
joining
the
conversations
happening
in
their
fields
of
interest
and
in
the
larger
world
that
impacts
them
and
others.
Black,
R.
(2009).
Online
fan
fiction,
global
Identities,
and
imagination.
Research
in
the
Teaching
of
English,
43(4),
397-425.
Cloonan,
A.
(2011).
Creating
multimodal
metalanguage
with
teachers.
English
Teaching:
Practice
and
Critique,
10(4),
23-40.
Drennon,
C.
&
Cervero,
R.
(2002).
The
politics
of
facilitation
in
practitioner
inquiry
groups.
Adult
Education
Quarterly,
52,
193-209.
Ito,
M.
(2008).
Participatory
learning
in
a
networked
society:
Lessons
from
the
Digital
Youth
Project.
Presentation
for
the
2008
Annual
Meeting
of
the
American
Educational
Research
Association
Presidential
Session.
Retrieved
August
15,
2008
from
http://www.itofisher.com/mito/publications/participatory_l.html
Jewitt,
C.
Space.
Retrieved
May
30,
2014,
from
http://multimodalityglossary.wordpress.com/space/
Pratt,
M.L.
(1991).
Arts
of
the
contact
zone.
Profession,
91,
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