This document summarizes Richard Beach's presidential address to the Literacy Research Association (LRA) on understanding and creating digital texts through social practices. Beach discusses how digital texts allow for new affordances like multimodality, revision, and interactivity. He also examines how social practices are mediated by the uses of digital texts, including contextualizing information, making intertextual connections, collaborating, and constructing identities. The document outlines Beach's research questions and methods for studying how social practices are constructed through engagement with digital texts.
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5. LRA Distinguished Scholar
presentation
Keith Rayner, University of
California, San Diego
Eye Movements in Reading:
Implications for Teaching
Reading
Thursday 2:00
Bishops Art Rm 7
6. Summary
❖
Texts as actions/spaces
❖
Digital texts: affordances
❖
Social practices mediated by uses of digital texts
❖
Research questions
❖
Research methods for studying social practices
9. Texts as Actions/Spaces
Performance emphasizes that literacy practices are not
about giving meaning to a preconstructed and preexisting
text. Such practices are the text. The Internet has
introduced new forms of textuality and brought out our
capacity to read and write in performative ways.
(Canagarajah, 2013)
16. Texts: Jenkins: Spreadability
❖
Attention economy
❖
“Stickiness”: attention in
centralized places
(broadcast media)
❖
“Spreadability”: dispersing
content through
formal/informal networks
❖
“If it doesn’t spread, it’s
dead.”
17. Affordances in activity mediated by
digital texts
❖
Affordances not “in” digital texts
❖
Affordances created by teachers
❖
Activity leads to texts
18. Affordances: Social practices
❖
Contextualizing and recontextualizing
❖
Interacting with others
❖
Making intertextual/intercontextual links
❖
Collaborating with others
❖
Adopting a critical engagement stance
❖
Constructing identities
21. Steps in recontextualizing
(Blommaert, 2005)
❖
Decontextualizing:
removed from
context
❖
Recontextualizing:
place in new context
❖
Entextualizing:
analyze as new text
23. Van Leeuwen (2008):
Recontextualizing accounts of the
first day of school
Interview
with
child: first
day of
school
Write up
analysis
of
interview
data
Report or
news
article on
first day
of school
28. “Text-dependent questions”
“The Standards strongly suggest that a
majority of questions posed to children
be based on the text under
consideration…, not rely on students’
different knowledge backgrounds.”
Authors of the Common Core Standards
in ELA/Literacy
31. Common Core: “Text
Complexity”
No one seems to have addressed the question of what
students do to demonstrate their understanding of a
text…a prima facie analysis suggests that task has to
matter: Asking middle school students to identify the
topic of a chapter out of a high school life science text
is likely easier than asking them to critique E.B.
White’s use of symbolism in Charlotte’s Web (Pearson
& Hiebert, 2013).
32. Recontextualizing/remediation of curriculum:
Leander (2009)
❖
“resistance” to using digital literacies
❖
“replacement” of old literacies with
new
❖
“return” to older print literacies
❖
“re-mediation”use digital literacies to
transform uses of print literacies
33. Recontextualizing reading
(Leu et al., 2009)
❖
Reading as writers to produce multimodal texts
❖
Reading within social contexts to achieve uptake
❖
Reading to produce texts as actions and spaces
46. Civic Engagement:
Audience
Out the Window Project in Los Angeles
Youth create videos for 7 millions bus riders
Pose questions related to civic issues
48. Online Role-play research
(Beach & Doerr-Stevens,
2011)
❖
formulated arguments: should access to certain
websites be blocked?
❖
adopted roles and created fictional bios
❖
challenged each other’s arguments
51. Creating Persona: Emo Girl
•
I think the internet
usage policies are
ridiculous. The policies
are almost impossible to
find. I spent half an hour
trying to find them and
I'm a young, computer
savvy person
52. “Strict Father” persona: Charles
Hammerstein
•
The issue with sites like YouTube
is that it is a helpful site when
used correctly, but the ratio of
students who would use it to the
students who would abuse it
would greatly favor the later of
the two. R-rated sites are not ok
because they usually contain
information and content that may
be considered offensive. The
internet policies are very clear, if
your grandmother would not
appreciate it, then you probably
shouldn't be doing those kind of
things at school.
53.
54. Value of collective activity
I'm
realizing that a few students
working together to create change
on a subject they feel passionate
about can actually make a
difference, whether it be in the
school or community.
55. Question: How do
students establish a
sense of social presence
and agency through
online interactions?
64. Question: How does use of
digital texts mediate students’
ability to make connections?
65. Collaboration
❖
Modeling of alternative response
strategies
❖
Building on individual responses to
create composite responses
❖
Applying alternative perspectives to
generate broader interpretations
67. Findings: Shifts in Abby and Starfish’s
Individual and Collaborative Stances
Thoughtful Gather
Purposeful Summarizer
Aesthetic Summarizer
Reflective Analyzer
68. Methods: Participants
Three classes of 7th graders (n=68).
School Demographics 67% Latino, 17%
African American, 8% Asian, 3% white
73% free and reduced lunch 62%
English Language Learners
69. Methods: Data Collection
Unit on wind energy produced by wind turbines
Hands-on activities making wind turbines and measure output of
energy
pro article arguing that wind power has a number of positive
benefits
2 articles arguing that wind power is not cost effective and has
negative effects
72. Alternative perspectives derived
from annotations
I am perplexed in choosing if wind energy is a good source or bad
source. While wind energy is a good source because it’s renewable
and needs nothing more but construction, it can also cause irritation
and attention of some people. Wind turbines are loud, noisy, and
risky. Even though, it doesn’t cause any greenhouse gases in the air,
wind turbines are harmful to wildlife and space. More birds die by
getting hit by wind turbines which is very dangerous to our wildlife.
73. Equivocation: Alternative
perspectives
I am perplexed in choosing if wind energy is a
good source or bad source. While wind energy
is a good source because it’s renewable and
needs nothing more but construction, it can also
cause irritation and attention of some people.
Wind turbines are loud, noisy, and risky. Even
though, it doesn’t cause any greenhouse gases in
the air, wind turbines are harmful to wildlife and
space. More birds die by getting hit by wind
turbines which is very dangerous to our wildlife.
74. Benefits of annotations
Focused, targeted reading
Inquiry-based responses
Collaborative argumentation
Acquiring alternative perspectives
75. Teacher: Value of collaboration
This is natural way to build community through
content so you don’t have to plan something
extra, you’re creating dialogue…it provides an
opportunity for more kids to be participating
especially if you have a large class, it’s
impossible for every kid to be heard, but in a
setting like this every kid has a platform to be
heard in terms of equity.
76. 2013: 6th grade: Mindmeister,
Diigo, and VoiceThread
❖
Difference between weather versus climate
❖
Multimodal affordances
❖
Collaboration
77.
78. Affordances:
Organization/Multimodality
It organizes your thinking. When you
put in bubbles you could tell the
difference and you can put it on each
side that you think it is. It’s better than
writing because you can think of more
ideas when you’re using that and you
can put images when you’re explaining.
79.
80.
81.
82. Affordances: Collaboration
You can communicate with other people like if you
have a question or a comment on other people’s
sticky note or if they have a question you can
clarify.
Sometimes the people who you know they don’t
know the answer but if you post it online a lot of
people will be online then they will probably
answer for you.
83. Teacher: Multimodality
The multimodal aspect of this helps kids
gel their understanding and further their
understanding of whatever their particular
part of the carbon cycle was in a way that
was not as rich had we been doing a whole
class discussion or another reading on the
carbon cycle or all watching a video.
94. Creating Persona: Emo Girl
•
I think the internet
usage policies are
ridiculous. The policies
are almost impossible to
find. I spent half an hour
trying to find them and
I'm a young, computer
savvy person
95. Judith Rosario, President, Youth Against
War and Racism Club (Online role-play)
I fight for what I believe in and will take stands against issues,
even if the rest of the student body is too afraid to. . . . I don’t
take anything lying down…I came to see how a person could
come to feel so strongly about privacy in the academic setting.
At the beginning, I saw the blocking of websites an
educational benefit that would only help students, not hurt
them. I thought that blocking websites that are crude or vulgar
should simply guard students against features that they
would not want or need to access at school, but then I looked
further into it. The school blocks sites such as YouTube that
can actually be used by teachers as an educational asset.
101. Question: How do certain
emotions evoked by digital
texts precipitate critical
engagement?
102. Identity construction: Online
impression management
❖
Concern with how others perceive one’s
online identity
❖
Need to be perceived in a positive
manner
❖
Need to be continually connected and
responsive
103. Research methods: Analysis
of social practices
❖
Activity as the primary unit of analysis
❖
Inquiry-based, open-ended framing of
activity
❖
Use of social practices to collaboratively
construct knowledge
104. Mediated discourse analysis
(Jones & Norris, 2005)
❖
❖
“Nexus
of practice”: Same set of
actions/practices as shared, aggregate
meaning
Shared understanding of how digital
text/tool use mediates use practices
105. Research methods: Analysis
of social practices
❖
Conflation of assessment versus description
of use of social practices (Ellis, 2013)
❖
Ability to make connections (analysis of
CCSS “text sets” connections)
❖
Computer scoring of Smarter
Balance/PARCC writing assessments
112. Longitudinal research: Selfreflection on social practices
❖
Long-term changes in social practices
❖
Digital repositories/e-portfolios: track
changes in social practices
113. Digital texts as descriptive
data
❖
Digital annotations
❖
Digital mapping
❖
Wikis
❖
Blog posts
❖
Games
114. Digital inequality: Class
differences
Significant differences in middle school students’
online reading comprehension ability according to
the economic status of their school district (Henry,
2007)
Significant effects of SES on college students
Internet use for information seeking (Hargittai,
2010)
115. Research agenda
❖
Acquiring social practices: Economic
and social success in a knowledge
economy
❖
How use of tools fosters use of social
practices
116. Dreaming the future 50 years
ago
❖
Let us think of education as the means of
developing our greatest abilities, because
in each of us there is a private hope and
dream which, fulfilled, can be translated
into benefit for everyone and greater
strength for our nation. John F. Kennedy
Notes de l'éditeur
In classrooms, texts are often perceived as decontextualized, autonomous print entities Rather than perceive texts as decontextualized, autonomous print entities, texts can be
perceived as actions or spaces that provide resources for students to engage in certain social practices. As Canagarajah (2013) notes, texts are actions or performances of social practices:
Performance emphasizes that literacy practices are not about giving meaning to a preconstructed and preexisting text. Such practices are the text. The Internet has introduced new forms of textuality and brought out our capacity to read and write in performative ways. (p. 44)
He also notes that texts are spaces for collaborative construction of knowledge:
Textual meaning does not reside solely in language or texts, but in all the resources of the
texts and context. There is thus a strong sense of performativity, as the content is not
given but co-constructed. More importantly, the status of readers and writers gets
redefined, as everyone is both a reader and a writer, sharing mutual responsibility in the
construction of meaning. Invention and creativity are not left to a single writer but
distributed, as multiple readers and writers invent the text… Although a textual object
exists, it is not “autonomous” or independent. It is an affordance for meaning-making, in
relation to other ecological resources. (p. 44 - 45)
Jim Gee (2013) cites the example of experiment in which people are given pictures of a hammer, a saw, a log, and a hatchet and asked to select the item that doesn’t belong, leading many to select the log since it wasn’t perceived as a tool like the hammer, saw, and hatchet. However, some people, particularly those with less schooling picked the hammer, because they perceived the saw and hatchet as connect to working with a log. People who picked the log were applying an abstract contextualization based on the category, “tools,” while people who picked the log were contextualizing based on their everyday experiences of working with wood. Gee critiques the presupposition that the hammer group people are smarter or more advanced because they contextualize according to abstractions, given that we are continually contextualizing in different ways. As he notes, there is no such thing as abstract thinking in the sense of thinking that is context free. We humans, no matter how smart we think we are, are all bound to context. But we are bound in different ways. (p ).
Kris Gutierrez (2012) critiques remedial instruction as presupposing a ““cognitive reductionism” the attempts to fix students (Rose, 1988), calling for an alternative on the re-mediation of the contexts themselves designed to foster learning. Such re-mediation emphasizes alternative possibilities for students through participation in third-space contexts in which students assume the role of experts in challenging the contradictions in society, leading to their transformation.
historicize the concept is instantiated in the community
As Michael Cole (1996) argues, thinking of contextualization as a one-time experience derives from the notion of contextualizing as a container, as opposed to an open-ended evolving, recursive activity unfolding over time. As people experience a text or an event they are continually revising their contextualizing as they encounter new aspects of a text or event. They are also encountering challenges to their status quo beliefs, expectations, and assumptions that lead to further revisions. This is particularly likely to happen when you switch roles from one activity system to another, for example, from a researcher who might accept certain finding to a classroom teacher who may wonder about whether some practice may actually work in the classroom.
Recontextualizing occurs because contexts are continually evolving. As Lindstrom (1992) notes:
Context is a field of power relations. It is not, however, a frozen field. Context rolls as people talk. Preexisting discourses and discursive conditions do set limits but they are never totally determinant. People can occasionally say the unsayable. They can contest the context, by evoking, available alternative or competing discourses. (Lindstrom 1992: 103) (Prior, 20 ,p. 135)
The unfolding nature of recontextualizing occurs as reverberations across time. For example, you may be recontextualizing what I’m now saying to apply to your own research context, for example, a study of elementary students’ reading practices. As you recontextualize that study to redefine some ways of analyzing your data, you may then go back to what I said to critique my ideas, a further reverberation of contextualizing unfolding across time and space.
Practices are the recontextualized by framing the practice in repeated ways across time. Van Leeuwen cites the example of the practice of the family preparing child for the first day of school, a researcher engaging in practice of interviewing child, the researcher writing up the results from the interview, the researcher publisher a report about the first day of school, and then the researcher’s report or a news article may be read by educators or parents about aspects of the first day of school. So, each step involves recontextualizing the initial practice of the first-day-of-school experience. With each recontextualization, there’s the substitution of new elements in the discourse—the discourse becomes more particular or more general. And, the discourse my delete or exclude certain aspects of a practice, or rearrange descriptions of a practice. And, the discourse may add new elements—a focus on the repetition of actions, reactions by participants, articulations of purpose, and legitimizations and evaluations of the practice. For example, as you experience and leave this conference, you may use discourse to recontextualize the practices of attending or presenting in sessions, revising each version of that experience in different ways.
Interest in textual meaning has also surfaced with the promotion of so-called “text-dependent” questions by David Coleman and Susan Pimentel (2011) in their instructions to publishers for creating questions in textbook geared to meeting the Common Core State Standards. They posit that these questions should focus on the texts themselves—in Coleman’s oft-quoted metaphor, that “such reading focuses on what lies in the four-corners of the text (p. 4). These questions do “not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge.”
With the implementation of the Common Core Standards, the topic of how texts mean has revolved around “text complexity”—and the need to go beyond Lexile scores to identify a text’s difficulty, where based on that score, Captain Underpants is assumed to be more difficult than Of Mice and Men (Collier, 2013, p. 7), to focus on the tasks associated with use of the text and students’ abilities, as well as working with text sets with a range of complexity.
It is also echoed in Pearson & Hiebert (2013) discussion of attempts to measure text complexity, measures that have not addressed the actions students employ in a certain task when using a text, actions that could influence the degree to which a text is actually considered “complex.” Students engaged in the task of learning how to play a video game may have less difficulty reading a highly “complex” paratext about that game than having to read a poem to analyze use of figurative language in that poem.
Moreover, literary historians, who examine the larger shifts in literary texts over time, take an equally dim view of close reading of texts. Franco Moretti (2000; 2013, co-head of the Stanford Literacy Lab, posits the value of distant reading:
The United States is the country of close reading, so I don’t expect this idea to be particularly popular. But the trouble with close reading (in all of its incarnations, from the new criticism to deconstruction) is that it necessarily depends on an extremely small canon. This may have become an unconscious and invisible premise by now, but it is an iron one nonetheless: you invest so much in individual texts only if you think that very few of them really matter. Otherwise, it doesn’t make sense. And if you want to look beyond the canon (and of course, world literature will do so: it would be absurd if it didn’t!) close reading will not do it. It’s not designed to do it, it’s designed to do the opposite. At bottom, it’s a theological exercise—very solemn treatment of very few texts taken very seriously—whereas what we really need is a little pact with the devil: we know how to read texts, now let’s learn how not to read them. Distant reading: where distance, let me repeat it, is a condition of knowledge: it allows you to focus on units that are much smaller or much larger than the text: devices, themes, tropes—or genres and systems. And if, between the very small and the very large, the text itself disappears, well, it is one of those cases when one can justifiably say, Less is more.
Think pair share -- make some predictions -- what might happen? Base it on your own work with kids, what might their patterns of interaction look like?
When reading individually, Abby was characterized as the Thoughtful Gatherer who carefully chose relevant sections of text to attend to and gathered pertinent information as she read. Starfish was termed The Aesthetic Summarizer who often expressed concern or empathy as she read.
However, when reading in collaboration, those tendencies appeared to shift. This data suggests that as the dialogue unfolded, Starfish was modeling integration for Abby, with Abby ultimately taking up this strategy as her own. Through the act of collaboration, Abby appeared to gradually take on a new role as The Purposeful Summarizer.
With Abby actively integrating as the pair read, Starfish appeared to become more active in monitoring the pair’s reading. Starfish shifted her stance too from that of an aestetic summarizer to a new role as The Reflective Analyzer, wherein she appeared to more actively monitor idea gathering in an ongoing way, the dyad was more efficient and skilled in reflecting on the task.
Archived data.
Writing about his students in a course, “The Search for Intimacy in the Age of Facebook,” Andrew Reiner (2013) notes that:
Parts of their lives that that truly matter to many of them during college—high marks and solid “A” social lives—are undermined by a widespread, constricting social anxiety that comes, paradoxically, from two of their greatest pleasures: texting and social media. A small but growing body of evidence suggests that excessive social media use can lead to an unhealthily fixation on how one is perceived and an obsessive competitiveness. (p. 38).