Time, space, and text in the elementary school digital writing classroom

Journal article

Mills, Kathy A. and Exley, Beryl. (2014) Time, space, and text in the elementary school digital writing classroom. Written Communication. 31(4), pp. 434 - 469. https://doi.org/10.1177/0741088314542757
AuthorsMills, Kathy A. and Exley, Beryl
Abstract

Theorists of multiliteracies, social semiotics, and the New Literacy Studies have drawn attention to the potential changing nature of writing and literacy in the context of networked communications. This article reports findings from a design-based research project in Year 4 classrooms (students aged 8.5-10 years) in a low socioeconomic status school. A new writing program taught students how to design multimodal and digital texts across a range of genres and text types, such as web pages, online comics, video documentaries, and blogs. The authors use Bernstein’s theory of the pedagogic device to theorize the pedagogic struggles and resolutions in remaking English through the specialization of time, space, and text. The changes created an ideological struggle as new writing practices were adapted from broader societal fields to meet the instructional and regulative discourses of a conventional writing curriculum.

Keywordswriting; education; communication; New Literacy Studies; pedagogy; Bernstein
Year2014
JournalWritten Communication
Journal citation31 (4), pp. 434 - 469
PublisherSAGE Publications Inc.
ISSN0741-0883
Digital Object Identifier (DOI)https://doi.org/10.1177/0741088314542757
Scopus EID2-s2.0-84910067041
Page range434 - 469
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States
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