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Community-Based Multiliteracies and Digital Media Projects

Questioning Assumptions and Exploring Realities

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Edited By Heather M. Pleasants and Dana E. Salter

Within community-based digital literacies work, a fundamental question remains unanswered: Where are the stories and reflections of the researchers, scholars, and community workers themselves? We have learned much about contexts, discourses, and the multimodal nature of meaning making in literacy and digital media experiences. However, we have learned very little about those who initiate, facilitate, and direct these community-based multiliteracies and digital media projects. In Community-Based Multiliteracies & Digital Media Projects: Questioning Assumptions and Exploring Realities, contributors discuss exemplary work in the field of community-based digital literacies, while providing an insightful and critical perspective on how we begin to write ourselves into the stories of our work. In doing so, the book makes a powerful contribution to digital literacies praxis and pedagogy – within and outside of community-based contexts.
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Chapter 8: The Teaching to Learn Project: Investigating Literacy through Intergenerational Inquiry

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← 158 | 159 → Chapter 8

The Teaching to Learn Project: Investigating Literacy through Intergenerational Inquiry

Rob Simon, Jason Brennan, Sandro Bresba, Sara DeAngelis, Will Edwards, Helmi Jung, and Anna Pisecny

Introduction

You must write, and read, as if your life depended on it. That is not generally taught in school. At most, as if your livelihood depended on it: the next step, the next job, grant, scholarship, professional advancement, fame; no questions asked to further meanings. And, let’s face it, the lesson of the schools for a vast number of children—hence, of readers—is This is not for you. (Adrienne Rich, 1993)

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