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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32357

Title: Which New Literacies?: Dialogue and Performance in Youth Writing
Authors: Gallagher, Kathleen
Yaman Ntelioglou, Burcu
Keywords: topic
literature
motivation
oral
language
strategies
struggling
writing
learner
adolescence
type
article
Issue Date: Feb-2011
Publisher: Wiley-Blackwell
Citation: Gallagher, K., & Yaman Ntelioglou, B. (2011). Which new literacies?: Dialogue and performance in youth writing. Journal of Adolescent and Adult Literacy, 54(5), 322-330. doi:10.1598/JAAL.54.5.2
Abstract: Measurements of literacy learning in schools, the authors argue, have settled into static and individualized understandings of what should be the most invigorating and social aspect of schooling for youth. By contrast, this article explores the place of aesthetic, dialogic, and performative forms of literacy in the adolescent classroom by excavating ethnographic data from an urban multicultural high school. Close examination of student writing, field notes, and teacher interviews illustrates how the space of the drama classroom creates a laboratory for experimentation with many forms of “new literacies” through rich engagements with the lives inside and the worlds beyond the classroom. The authors reason that drama pedagogies are both creative and critical forms of literacy that offer empirical weight to newer theories of literacy and lead to new modes of theorizing the multiple acts of literacy in schools.
URI: http://simplelink.library.utoronto.ca/url.cfm/259182
http://hdl.handle.net/1807/32357
ISSN: 1081-3004
1936-2706
Appears in Collections:Faculty (CTL)

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