Jen Scott Curwood

Bio: Jen Scott Curwood is an academic researcher from University of Sydney. The author has contributed to research in topics: Literacy & Curriculum. The author has an hindex of 19, co-authored 57 publications receiving 1074 citations. Previous affiliations of Jen Scott Curwood include University of Wisconsin-Madison & University of Sydney Faculty of Education and Social Work.

Writing in the Wild: Writers’ Motivation in Fan‐Based Affinity Spaces

Abstract: In order to understand the culture of the physical, virtual, and blended spheres that adolescents inhabit, we build on Gee's concept of affinity spaces. Drawing on our ethnographic research of adolescent literacies related to The Hunger Games novels, the Neopets online game, and The Sims videogames, this article explores the nature of interest-driven writing in these spaces. We argue that fan-based affinity spaces motivate young adults to write because they offer multiple modes of representation, diverse pathways to participation, and an authentic audience. As scholars and educators, we posit that these out-of-school spaces can offer youth new purposes, modes, and tools for their written work.

Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms.

Abstract: The imaginative and interactive modes of communication available for children today, above and beyond print, indicate a profound shift to the nature of reading education as a whole This article reviews the theoretical landscape involved in multimodal education, and then examines the practices that make multimodal education feasible in the classroom Using examples from a research project in which elementary school teachers designed and implemented literacy curricula that focused on multimodal reading and writing skills, we highlight the instructional dynamics that took place in these classrooms and outline the ways in which the teachers effectively oriented their students toward the kind of multimodal and sociocognitive work that is characteristic of a larger digital culture In the end, the implications for reading instruction are framed in terms of a pedagogy of multiliteracies تشير طرق المواصلات الخيالية والتعاونية المتوفرة للأولاد اليوم فوق المطبوعات ووراءها إلى التغير الجوهري في طبيعة تعليم القراءة ككل لذا تراجع هذه المقالة التضاريس النظرية في التعليم ذي تعددية الطرق وثم تفحص الممارسات التي تسني التعليم ذا تعددية الطرق في غرفة الصف وباستخدام أمثلة من مشروع بحثي فيه قد صمم مدرسو الابتدائية منهاجا دراسيا مركزا على مهارات تعددية الطرق في القراءة والكتابة نسلط الضوء على الديناميكيات التعليمية التي حدثت في غرف الصفوف هذه ونبين الطرق التي وجه فيها المعلمون طلابهم نحو نوع من العمل التعددي الطرق والاجتماع الذهني الذي يتمثل في الثقافة الرقمية الكبرى وفي الختام يتم وضع أعقاب تعليم القراءة في إطار علم أصول التدريس من حيث تعددية المعارف 今天可供孩子们使用的通信模式富创意性及互动性，远超越以往的打印模式，这表示阅读教育的性质在整体上有一个深远的转变。本文评论有关多模态教育的理论背景，并考查能使多模态教育在教室里成为可行的教学实践。在一项研究计划中，小学教师设计及实施以教授多模态读写技能为主的读写文化课程。作者使用该研究其中一些实例来凸显出这些教室里所产生的教学动力，并概述教师如何有效地指导学生以多模态及社会认知为目标的读写文化学习，而这些多模态及社会认知性读写文化工作正是一个更大的数位文化的特征。本文最后以多元媒体读写文化教学法的理论框架说明这项研究结果对阅读教学所带来的启示。 Les modalites de communication imaginatives et interactives dont disposent aujourd'hui les enfants, concernant l'ecrit et au-dela de celui-ci, indiquent un profond changement de la nature de l'enseignement de la lecture dans son ensemble Cet article fait un tour d'horizon du paysage theorique qu'inclut la pedagogie plurimodale, puis examine les pratiques qui rendent possible une pedagogie plurimodale dans la classe En prenant des exemples dans un projet de recherche dans lequel les professeurs des ecoles elementaires preparent et realisent des programmes de litteratie centres sur des competences en lecture et ecriture plurimodales, nous mettons en lumiere la dynamique pedagogique qui se produit dans ces classes et mettons en evidence les modalites selon lesquelles les professeurs orientent veritablement les eleves vers le genre de travail plurimodal et sociocognitif qui caracterise une culture numerique plus large On definit pour finir un cadre des implications pour un enseignement de la lecture en termes de pedagogie de multilitteratie Дети сегодня получают и передают информацию различными способами – не только посредством печатной или письменной речи, но также образно и интерактивно Поэтому подходы к обучению чтению тоже должны коренным образом измениться В статье предложен обзор теоретических работ по мультимодальному обучению и опыт конкретных учителей начальной школы, реализовавших этот подход на практике в рамках исследовательского проекта Они разработали и апробировали программу по обучению грамотности, включавшую развитие навыков чтения и создания мультимодальных текстов Авторы подробно описывают учебный процесс и методы, с помощью которых учителя успешно познакомили учащихся с теми видами мультимодальной и социально-когнитивной деятельности, которые характерны для современной цифровой культуры Предложенные выводы связаны с применением этих практик с целью развития мультиграмотности при обучении чтению Los medios imaginativos e interactivos de comunicacion disponible a los ninos de hoy, mas alla de lo impreso, indican un cambio profundo en la naturaleza de la alfabetizacion en su totalidad Este articulo examina las teorias sobe la educacion multimodal, y luego examina las practicas que hacen la educacion multimodal posible en las aulas Usando ejemplos de un proyecto de investigacion en el que maestros de escuela primaria disenaron e implementaron planes de estudio de alfabetizacion enfocados en las destrezas multimodales de lectura y escritura, hacemos resaltar la dinamica docente que tomo lugar en estas aulas y hacemos un resumen de las maneras en que los maestros pudieron orientar eficazmente a sus estudiantes a hacer la clase de trabajo multimodal y sociocognoscitivo que caracteriza gran parte de la cultura digital Al final, las implicaciones para la instruccion de lectura se enmarcan en terminos de la pedagogia de multicompetencias

Toward an Affinity Space Methodology: Considerations for Literacy Research

Abstract: As researchers seek to make sense of young people's online literacy practices and participation, questions of methodology are important to consider. In our work to understand the culture of physical, virtual and blended spheres that adolescents inhabit, we find it necessary to expand Gee's (2004) notion of affinity spaces. In this article, we draw on our research examining adolescent literacies related to The Sims video games, The Hunger Games novels, and the Neopets online game to explicate nine features of affinity space research that reflect participation in, and research about, online environments. We argue that studying adolescent literacies in affinity spaces affords us access to participants outside our geographic proximity, readily available web-based historical record of the affinity spaces' practices, and a way to trace literacy practices across portals, modes and texts. However, affinity space research poses challenges, including issues of recruiting and maintaining relationships with participants, the instability and impermanence of online environments and artefacts, and the porous boundaries of field sites. This article concludes with recommendations for future literacy research conducted in online spaces and implications for literacy teaching and learning. Our aim is to begin articulating a new methodological framework for studying affinity spaces: affinity space ethnography.

“Just Like I Have Felt”: Multimodal Counternarratives in Youth-Produced Digital Media

Abstract: A key concept that we introduce and develop in this article is multimodal counternarrative, the way in which individuals employ multiple modes of representation to push back against oppressive master narratives. In order to identify and analyze this form of counternarrative, we develop and explicate an analytic tool called multimodal microanalysis. We use multimodal microanalysis to study a digital poem produced by a high school sophomore who identifies as gay, Asian, and a second-generation immigrant. Our analysis indicates that this young man uses digital media in four key ways to create his multimodal counternarrative: by remixing stories and traditions, mixing modes, using functional load to foreground identity, and by creating dialogic space for his audience. We conclude that youth can create counternarratives in school contexts by employing multiple modes within digital media production to simultaneously highlight and resist cultural ideologies that may otherwise function to marginalize them or sile...

iPoetry: Creating Space for New Literacies in the English Curriculum.

Abstract: This article explores the use of digital poetry in a secondary English classroom and its implications for adolescents’ multimodal composition and identity development. The authors—an English teacher and a library media specialist—collaborated over the course of three years to design, implement, and reiterate a digital poetry curriculum. Through their work, they sought to infuse new vitality into literacy practices in order to enhance students’ engagement, increase their awareness of audience, and encourage their progressive use of media and technology. After students read, critiqued, and wrote poetry using traditional print text, they then employed digital tools to reinterpret those poems using multimodal elements. The authors argue that if teachers are to successfully implement new literacy practices in their classrooms, they must first establish a community of practice with other like-minded educators in order to engage in ongoing, critical dialogue around issues of literacy, learning, and technology.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Abstract: From the Publisher: A Question of Identity Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

Language as social semiotic

Abstract: List of Figures List of Tables Foreword Introduction Robin P. Fawcett, M.A.K. Halliday, Sydney M. Lamb and Adam Makkai 1 Language as Code and Language as Behaviour: A Systemic-Functional Interpretation of the Nature and Ontogenesis of Dialogue M.A.K. Halliday 2 Metaphors of Information John Regan 3 How Universal is a Localist Hypothesis? A Linguistic Contribution to the Study of 'Semantic Styles' of Language Yoshihiko Ikegami 4 Some Speculations on Language Contact in a Wider Setting Jeffrey Ellis 5 Ways of Saying: Ways of Meaning Ruqaiya Hasan Index

Social Linguistics and Literacies: Ideology in Discourses.

Abstract: Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading and writing abilities This narrow interpretation of literacy, an offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary research has begun to undermine the authority of this perspective by situating literacy in larger social practices

Multimodal Discourse: The Modes and Media of Contemporary Communication:

Abstract: but the threat they bring to artistic culture. From his opening mockery of the literary establishment’s tendency to theorize the world in terms of desire or gender to his disapproval of those who venerate art while denying its validity in the same breath, Jonathan Dollimore has created an easily understood, albeit at times too theoretical, synthesis of the literary and the experiential in Sex, Literature and Censorship. His arguments on critical theory do not necessarily reject the concept of theory; rather, he argues that critical theorists should strive to understand the contradictions within our lives and our literature and explore the daemonic power of the subjects that offend our sense of tradition.

Cognition In The Wild

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