The Multiliteracy Practices of Chinese Children in Britain
This book explores the everyday reading and writing experiences of children from Chinese families living in Britain. Using an ethnographic approach, the author presents in-depth case studies of three migrant children, all of whom received some education in mainland China before moving to Britain. The theoretical framework is based on the New Literacy Studies approach and the author introduces a new conceptual and analytical term: the «Literacy Events Network».
The study investigates the links between the children’s social domains, identities and multilingual practices, exploring the power relations in which they are embedded and the ways they perceive themselves as they engage in literacy activities that connect their lives in Britain with China. The findings indicate that the children are not passive participants in the process of migration. Mediated by their parents and friends, they take part in a wide variety of literacy activities across multiple social settings, both online and offline. The book provides valuable insights into the uses and meanings of literacy for these children and opens up avenues for further research into the experiences of Chinese communities in Britain.
Chapter 4: Multiliteracies: Multiple Domains and Sponsors
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Multiliteracies: Multiple Domains and Sponsors
Domains, Sponsors and Mediators in a Transnational Age
As Brandt (2001: 188) noted, the current age is one of “rapid-process production, technological innovation, modern weaponry, and corporate consolidation, the growth of consumerism, the rise in knowledge industries, and the spread of computer technology”. In this age, literacies are not only supported by traditional sponsors, e.g. religions, the military, social and civil rights organisations, commercial product makers, the media, toys and writing utensils (Brandt, 2001), but are also sponsored by cross-national industries and global Internet providers.
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