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Charting transformative practice: Critical multiliteracies via informal learning design.

机译：绘制变革性实践的图表：通过非正式学习设计来批判多元文学。

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摘要

With a core aim of mitigating disadvantage associated with the digital divide, this study attempts to articulate perspectives on intervention design that support transformative practice---those activities that extend children's knowledge and forms of expertise. With this primary goal in mind, recent critical research in multiliteracies, new literacies, and popular literacies is drawn on to support the articulation of a Critical Multiliteracies (CritMLs) framework for informal learning design. Using Fifth Dimension (5D) afterschool programs as laboratories for intervention design, CritMLs-informed activities were implemented to explore the extent to which youth cultures and literacies can be used as textual gateways to more educative practices associated with the Age of Information. Research in boundary crossing provided a theoretically guided approach to assessing the impact of designs on participants. Findings suggest that boundary crossing represents a useful unit of analysis for exploring children's uptake of new practices and movement toward mastery of existing competencies. Study results also indicate that youth cultures and popular literacies can be leveraged as powerful and relevant components of learning design but there are limitations to their utility due to their location in gendered ecologies that limit the existence of relationships between play practices and adult forms of expertise.
机译：为了减轻与数字鸿沟有关的不利影响，本研究试图阐明干预设计的观点，这些观点支持变革性实践，即那些扩展儿童知识和专业技能形式的活动。出于这个主要目标，最近对多元文学，新文学和流行文学进行了批判性研究，以支持针对非正式学习设计的关键多元文学（CritML）框架的表达。使用第五维度（5D）课余计划作为干预设计的实验室，开展了CritML知情活动，以探索青年文化和文学可以在多大程度上用作与信息时代相关的更具教育意义的实践的文本门户。跨界研究为评估设计对参与者的影响提供了理论指导的方法。研究结果表明，越界代表了一个有用的分析单位，可用于探索儿童对新习惯的采用以及对现有能力的掌握。研究结果还表明，青年文化和流行文学可以被用作学习设计的强大而相关的组成部分，但是由于它们在性别生态学中的位置限制了游戏实践与成人专业知识之间的关系，因此其实用性受到限制。

著录项

  • 作者

    Clark, Kristen Radsliff.;

  • 作者单位

    University of California, San Diego.$bCommmunication.;

  • 授予单位 University of California, San Diego.$bCommmunication.;
  • 学科 Library Science.; Mass Communications.; Education Technology.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 211 p.
  • 总页数 211
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;传播理论;
  • 关键词

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