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Storying

A Path to Our Future: Artful Thinking, Learning, Teaching, and Research

Series:

Elizabeth P. Quintero and Mary Kay Rummel

This is a book about story, the human experience, teaching and learning, creativity and community. Story is so much more than decoding text and writing using academic language. It also includes literature and all forms of the arts; digital forms of story, from social media to documentation of history; and new forms of multilayered, multigenre research. Story is the backbone and the catalyst for personal connections, appropriation of knowledge, and synergy of knowledge for global citizens. Critical qualitative research is the methodology by which to document and analyze what is really going on in the complex, multidirectional interactions. The authors maintain that story in a broad and newly enlightened sense may help us to break out from the narrow concepts of literacy, content knowledge related to measureable standards, and random facts that are unrelated to dispositions for addressing human needs. Literacy as a conceptual synthesis of knowledge, skills, and dispositions has been giving us glimpses of synergistic ways to approach learning and teaching.
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Chapter Eight: Changing the Way We Story Our Lives

← 100 | 101 → CHAPTER EIGHT

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The traditional tools of literacy have changed as broadening definitions of literacy include the digital, visual, aural, and, in the end, the multiple. Scholars highlight three perspectives on digital literacies that offer insight into storytelling through multimodal, digital texts: New Literacies Studies (NLS), New Media Studies, and the concept of multimodality through Social Semiotics (Christenbury, Bomer, & Smagorinsky, 2010; Hull & Nelson, 2005; Siegel, 2012). Through these perspectives on the new literacies, change is the constant, and new technological tools lead to new literacy practices (Coiro, Knobel, Lankshear, & Leu, 2008; Kist, 2005; Knobel & Lankshear, 2007).

The New London Group (1996) broadened the traditional definition of literacy to include technological literacy, visual literacy, media literacy, and information literacy (1996). They wrote,

If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. (p. 9)

New Media scholar Henry Jenkins (2009) added to this list the importance of students learning the ways to participate fully in creative life. Based on the work of the New London Group, classrooms can enact a pedagogy of multiliteracies, ← 101 | 102 → focused on immersing students in design practices, providing overt instruction in metalanguages in order to work with design, examining the socially, culturally, and historically grounded meanings of design elements, and opening up design practices for...

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