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Community-Based Multiliteracies and Digital Media Projects

Questioning Assumptions and Exploring Realities


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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List of Contributors


Jason Brennan is a doctoral candidate at the Ontario Institute for Studies in Education of the University of Toronto, works as an occasional teacher with the Toronto Catholic District School Board, and holds a parttime administrative position at Ryerson University. Apart from his research in practitioner inquiry and teacher education, his current projects investigate the imbricated cultural and relational literacy practises of youth in and around digital environments, including video games. He continues to be heavily involved in practitioner research communities, including the one featured in his chapter, as well as an online teacherresearcher inquiry group. He has been a member of the Teaching to Learn Project since its founding in 2011.

Alessandro Bresba has a Master of Theological Studies from Boston University and has taught religion, ethics and philosophy in San Francisco for four years. He earned a Master of Teaching at the Ontario Institute for Studies in Education of the University of Toronto, where he explored the incorporation of critical inquiry and the role of doubt in religious education. He joined the Teaching to Learn community in 2011. He is currently a high school teacher within the Toronto Catholic District School Board.

Sara DeAngelis teaches high school English at an independent school in the Greater Toronto Area, and literature with the Faculty of Continuing Education at Seneca College for Applied Arts and Technology. She received her Master’s of Teaching at the Ontario Institute for Studies in Education of the University of Toronto,...

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