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Indigenous ways with literacies : Transgenerational, multimodal, placed, and collective
Mills, Kathy A. Davis-Warra, John Sewell, Marlene Anderson, Mikayla
Mills, Kathy A.
Davis-Warra, John
Sewell, Marlene
Anderson, Mikayla
Abstract
This research describes some of the salient features of Indigenous ways of working with multimodal literacies in digital contexts of use that emerged within an Indigenous school community with the oversight of Aboriginal Elders. This is significant because the use of multimodal literacy practices among a growing number of Indigenous school community groups has not been an emphasis of multimodal literacy research to date. Furthermore, authentic examples of Indigenous multimodal texts are often difficult to locate within Euro-centric educational systems of postcolonial countries. The research was conducted over a full year with students from middle and upper primary (aged 8.5–12.5 years) in an Indigenous Independent school in South-East Queensland, Australia. The project applied participatory research methods in which the research agenda was negotiated with the cultural community. Indigenous ways of multimodal literacy practices emerged as transgenerational, multimodal, placed, and collective. The findings have implications for teachers and researchers to re-envisage Indigenous ways of multimodal literacy practices in the digital age.
Keywords
indigenous literacy, multimodal literacy, embodied, transgenerational literacy, place and literacy, dreamtime, digital storytelling
Date
2016
Type
Journal article
Journal
Language and Education
Book
Volume
30
Issue
1
Page Range
1-21
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled