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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42804784/Emotion_Critical_Response_and_the_Transformation_of_Signs_The_Fundamentals_of_Language_Arts">Emotion, Critical Response, and the Transformation of Signs: The Fundamentals of Language Arts</a></div><div class="wp-workCard_item"><span>Language Arts</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Understanding how emotion circulates in classrooms and what emotion does to signs is central to t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Understanding how emotion circulates in classrooms and<br />what emotion does to signs is central to teachers and<br />researchers of critical literacy and literary response.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7fc9971dfc577d13d3582ed4aad8e1de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63033590,"asset_id":42804784,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63033590/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42804784"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa 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and Education </span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Increasing access to and usage of Internet-networked tools around the world continue to shape and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Increasing access to and usage of Internet-networked tools around the world continue to shape and change literacy practices within social and educational contexts. It is these evolving literacies, rather than the tools themselves, that ground and motivate our discussion in this chapter. We highlight historical innovations in Internet technologies and outline major contributions foundational to understanding the changing nature of literacy: multimodality, sociality, and critical digital literacies. Next, we explore the concepts of transnational identities, literacy ecologies, and gaming as fields in progress within the increasingly mobile and interconnected world. We then turn to critical social issues, including the digital divide and the ways in which the Internet continues to drive and pro-blematize the definitions and boundaries of education, communication, and literacy. Finally, we consider future directions for the field, including emerging</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ca588a32ddd6c0b14ab47d4a8ec5051c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61380251,"asset_id":41128581,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61380251/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41128581"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41128581"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41128581; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41128581]").text(description); $(".js-view-count[data-work-id=41128581]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41128581; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41128581']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41128581, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ca588a32ddd6c0b14ab47d4a8ec5051c" } } $('.js-work-strip[data-work-id=41128581]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41128581,"title":"Literacy and Internet Technologies","translated_title":"","metadata":{"abstract":"Increasing access to and usage of Internet-networked tools around the world continue to shape and change literacy practices within social and educational contexts. 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Beach & D. Bloome (Eds.), Languaging relations for transforming the literacy and language arts classroom</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes emotions and actions in two classes focused on critical media analysis, each taught by one of the chapter authors. The chapter shows how critical media pedagogies intended to position students as agentive interpreters of media texts can lead to feelings of shame, anger, or resentment when the language of critique unintentionally critiques students’ cultures, communities, and embodied experiences.  The authors argue that researchers need to examine their own cultural presuppositions and consider the ethical dilemmas that arise  when promoting a critical media literacy agenda.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f116b9a572ea95cac770d4ec3a76854e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61379262,"asset_id":41126870,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61379262/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41126870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41126870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41126870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41126870]").text(description); $(".js-view-count[data-work-id=41126870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41126870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41126870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41126870, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f116b9a572ea95cac770d4ec3a76854e" } } $('.js-work-strip[data-work-id=41126870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41126870,"title":"MOBILIZING AND LANGUAGING EMOTION FOR CRITICAL MEDIA LITERACY","translated_title":"","metadata":{"abstract":"“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes emotions and actions in two classes focused on critical media analysis, each taught by one of the chapter authors. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41126879"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41126879/Fostering_Sociopolitical_Consciousness_With_Minoritized_Youth_Insights_From_Community_Based_Arts_Programs"><img alt="Research paper thumbnail of Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community- Based Arts Programs" class="work-thumbnail" src="https://attachments.academia-assets.com/61379546/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41126879/Fostering_Sociopolitical_Consciousness_With_Minoritized_Youth_Insights_From_Community_Based_Arts_Programs">Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community- Based Arts Programs</a></div><div class="wp-workCard_item"><span>Review of Research in Education</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, we review the literature on community-based arts programs serving minoritized yo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, we review the literature on community-based arts programs serving<br />minoritized youth to identify the conditions and practices for fostering sociopolitical<br />consciousness. Community-based arts programs have the capacity to promote teaching<br />and learning practices in ways that engage youth in the use of academic skills to pursue<br />inquiry, cultural critique, and social action. In this review, we pay particular attention to<br />literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3f6d8336808ca5157818907869c3602d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61379546,"asset_id":41126879,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61379546/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41126879"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41126879"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41126879; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41126879]").text(description); $(".js-view-count[data-work-id=41126879]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41126879; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41126879']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41126879, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3f6d8336808ca5157818907869c3602d" } } $('.js-work-strip[data-work-id=41126879]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41126879,"title":"Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community- Based Arts Programs","translated_title":"","metadata":{"abstract":"In this chapter, we review the literature on community-based arts programs serving\nminoritized youth to identify the conditions and practices for fostering sociopolitical\nconsciousness. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41126877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41126877/Methodological_Advances_in_Research_on_Emotion_and_Education"><img alt="Research paper thumbnail of Methodological Advances in Research on Emotion and Education" class="work-thumbnail" src="https://attachments.academia-assets.com/61379500/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41126877/Methodological_Advances_in_Research_on_Emotion_and_Education">Methodological Advances in Research on Emotion and Education</a></div><div class="wp-workCard_item"><span>Methodological advances in research on emotion and education</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, the authors theorize emotion as action mediated by language and other signs and ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, the authors theorize emotion as action mediated by<br />language and other signs and argue that emotion has consequences for learners as it<br />constrains and enables identity production and opportunities to learn. In particular,<br />Lewis and Crampton apply the theories and methods of mediated discourse--discourse<br />in action--to explain how they can be methodologically useful in the<br />study of emotions in learning. This work foregrounds action in social spaces and<br />provides a lens through which to understand the meaning of signs/tools in practice.<br />Particularly important is the concept of linkage across space-time scales that include<br />the histories of participation and practices within and outside the context where the<br />mediated action occurs. Examples from a secondary English/Language Arts class<br />focused on media production and analysis are used to illustrate the methodological<br />implications of the theory of emotion developed in the chapter.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b4724dd0f35332f0fcfb6413ff0f237d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61379500,"asset_id":41126877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61379500/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41126877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41126877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41126877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41126877]").text(description); $(".js-view-count[data-work-id=41126877]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41126877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41126877']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41126877, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b4724dd0f35332f0fcfb6413ff0f237d" } } $('.js-work-strip[data-work-id=41126877]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41126877,"title":"Methodological Advances in Research on Emotion and Education","translated_title":"","metadata":{"abstract":"In this chapter, the authors theorize emotion as action mediated by\nlanguage and other signs and argue that emotion has consequences for learners as it\nconstrains and enables identity production and opportunities to learn. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41126871"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41126871/Participatory_culture_meets_critical_practice_Documentary_film_production_in_a_youth_internship_program_Participatory_culture_meets_critical_practice_1"><img alt="Research paper thumbnail of Participatory culture meets critical practice Documentary film production in a youth internship program Participatory culture meets critical practice 1" class="work-thumbnail" src="https://attachments.academia-assets.com/61379279/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41126871/Participatory_culture_meets_critical_practice_Documentary_film_production_in_a_youth_internship_program_Participatory_culture_meets_critical_practice_1">Participatory culture meets critical practice Documentary film production in a youth internship program Participatory culture meets critical practice 1</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose-This paper aims to closely examine the features of an urban community-based learning prog...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose-This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths' learning and documentary filmmaking. This examination of a learning setting illuminates the "what is possible" and "how it comes to be possible" (Gomez et al., 2014, p. 10), illustrating possibilities for youths' tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach-Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings-Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system's object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that "can facilitate learning, empowerment, and civic action" (Jenkins et al., 2016). Originality/value-Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings "through the lens of equity and opportunity" (Ito et al., 2013).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="14fc52adb15fd2656333b641a1380b63" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61379279,"asset_id":41126871,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61379279/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41126871"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41126871"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41126871; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41126871]").text(description); $(".js-view-count[data-work-id=41126871]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41126871; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41126871']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41126871, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "14fc52adb15fd2656333b641a1380b63" } } $('.js-work-strip[data-work-id=41126871]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41126871,"title":"Participatory culture meets critical practice Documentary film production in a youth internship program Participatory culture meets critical practice 1","translated_title":"","metadata":{"abstract":"Purpose-This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths' learning and documentary filmmaking. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38724591"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38724591/LITERACY_EMOTION_AND_THE_TEACHING_LEARNING_BODY"><img alt="Research paper thumbnail of LITERACY, EMOTION, AND THE TEACHING/LEARNING BODY" class="work-thumbnail" src="https://attachments.academia-assets.com/58809674/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38724591/LITERACY_EMOTION_AND_THE_TEACHING_LEARNING_BODY">LITERACY, EMOTION, AND THE TEACHING/LEARNING BODY</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsc.academia.edu/CynthiaLewis">Cynthia Lewis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://yccc.academia.edu/AnneCrampton">Anne Crampton</a></span></div><div class="wp-workCard_item"><span>Literacies, learning, and the body: Bringing research and theory into pedagogical practice </span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter focuses on emotion as action in a racially and ethnically diverse English language a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter focuses on emotion as action in a racially and ethnically diverse<br />English language arts classroom. We begin by conceptualizing emotion, and<br />follow with a discussion of emotion and the body. After these theoretical<br />underpinnings, we discuss a classroom that o! ered multiple and recurring<br />iterations of the nexus of texts, bodies, and emotions, both in terms of teaching<br />and learning. This chapter assumes that central to the subject “English” is the<br />meaning-making work of interpreting and transforming signs. But signs are<br />comprised of more than the literary and non-" ction texts in English classrooms.<br />Signs also include the constructs—such as race and gender—that mediate life in<br />the classroom, including interactional dynamics, embodied meanings, and<br />textual practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d8ae1d34205926ee800e89424ea9f53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58809674,"asset_id":38724591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58809674/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38724591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38724591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38724591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38724591]").text(description); $(".js-view-count[data-work-id=38724591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38724591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38724591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38724591, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0d8ae1d34205926ee800e89424ea9f53" } } $('.js-work-strip[data-work-id=38724591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38724591,"title":"LITERACY, EMOTION, AND THE TEACHING/LEARNING BODY","translated_title":"","metadata":{"abstract":"This chapter focuses on emotion as action in a racially and ethnically diverse\nEnglish language arts classroom. 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But signs are\ncomprised of more than the literary and non-\" ction texts in English classrooms.\nSigns also include the constructs—such as race and gender—that mediate life in\nthe classroom, including interactional dynamics, embodied meanings, and\ntextual practices.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Literacies, learning, and the body: Bringing research and theory into pedagogical practice "},"translated_abstract":"This chapter focuses on emotion as action in a racially and ethnically diverse\nEnglish language arts classroom. We begin by conceptualizing emotion, and\nfollow with a discussion of emotion and the body. After these theoretical\nunderpinnings, we discuss a classroom that o! ered multiple and recurring\niterations of the nexus of texts, bodies, and emotions, both in terms of teaching\nand learning. This chapter assumes that central to the subject “English” is the\nmeaning-making work of interpreting and transforming signs. But signs are\ncomprised of more than the literary and non-\" ction texts in English classrooms.\nSigns also include the constructs—such as race and gender—that mediate life in\nthe classroom, including interactional dynamics, embodied meanings, and\ntextual practices.","internal_url":"https://www.academia.edu/38724591/LITERACY_EMOTION_AND_THE_TEACHING_LEARNING_BODY","translated_internal_url":"","created_at":"2019-04-05T21:25:46.144-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":515639,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":33346437,"work_id":38724591,"tagging_user_id":515639,"tagged_user_id":7534296,"co_author_invite_id":null,"email":"a***n@gmail.com","affiliation":"York County Community College","display_order":1,"name":"Anne Crampton","title":"LITERACY, EMOTION, AND THE TEACHING/LEARNING BODY"}],"downloadable_attachments":[{"id":58809674,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58809674/thumbnails/1.jpg","file_name":"Chapter_7_Lewis_Crampton.pdf","download_url":"https://www.academia.edu/attachments/58809674/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"LITERACY_EMOTION_AND_THE_TEACHING_LEARNI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58809674/Chapter_7_Lewis_Crampton-libre.pdf?1554543204=\u0026response-content-disposition=attachment%3B+filename%3DLITERACY_EMOTION_AND_THE_TEACHING_LEARNI.pdf\u0026Expires=1733018460\u0026Signature=UEFgojJ6hNKKsDGTA2u0bEZZQQMTTZkY-IOjYScMaUmzrdOI8IBVyN3bgWJoPvVWDecuVla74AUvqp1pikD2rcI0tLXVIHyaUfO4LPMycR~lI5LfX6jQ3ixXnnX97ueDqOIzEkJGi5hYePKOXLK3qERNQFOLoH6lhVVHEj25ckigZIsUhHO0AJPIZLPxrKwEgt-gBlZc-oAG3qXuw7rWkh3rl2qMAPGlUngtFa~yrL9NNUD03C078FoTyGBttO3ffiNzSVP1xLY3bC0yUhqbjvzUevt-nBdzn5ykAByv9wWi58-8RH5kV9mjXwSZC9IQ6-iaPgznnbOcWig19sSSdg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"LITERACY_EMOTION_AND_THE_TEACHING_LEARNING_BODY","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":515639,"first_name":"Cynthia","middle_initials":null,"last_name":"Lewis","page_name":"CynthiaLewis","domain_name":"ucsc","created_at":"2011-06-27T03:45:18.256-07:00","display_name":"Cynthia Lewis","url":"https://ucsc.academia.edu/CynthiaLewis"},"attachments":[{"id":58809674,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58809674/thumbnails/1.jpg","file_name":"Chapter_7_Lewis_Crampton.pdf","download_url":"https://www.academia.edu/attachments/58809674/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"LITERACY_EMOTION_AND_THE_TEACHING_LEARNI.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58809674/Chapter_7_Lewis_Crampton-libre.pdf?1554543204=\u0026response-content-disposition=attachment%3B+filename%3DLITERACY_EMOTION_AND_THE_TEACHING_LEARNI.pdf\u0026Expires=1733018460\u0026Signature=UEFgojJ6hNKKsDGTA2u0bEZZQQMTTZkY-IOjYScMaUmzrdOI8IBVyN3bgWJoPvVWDecuVla74AUvqp1pikD2rcI0tLXVIHyaUfO4LPMycR~lI5LfX6jQ3ixXnnX97ueDqOIzEkJGi5hYePKOXLK3qERNQFOLoH6lhVVHEj25ckigZIsUhHO0AJPIZLPxrKwEgt-gBlZc-oAG3qXuw7rWkh3rl2qMAPGlUngtFa~yrL9NNUD03C078FoTyGBttO3ffiNzSVP1xLY3bC0yUhqbjvzUevt-nBdzn5ykAByv9wWi58-8RH5kV9mjXwSZC9IQ6-iaPgznnbOcWig19sSSdg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1596021"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1596021/Reframing_sociocultural_research_on_literacy_Identity_agency_and_power_Chapter_2_"><img alt="Research paper thumbnail of Reframing sociocultural research on literacy: Identity, agency, and power (Chapter 2)" class="work-thumbnail" src="https://attachments.academia-assets.com/61380313/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1596021/Reframing_sociocultural_research_on_literacy_Identity_agency_and_power_Chapter_2_">Reframing sociocultural research on literacy: Identity, agency, and power (Chapter 2)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume articulates and develops the argument that new directions in sociocultural theory are...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources.<br /> <br />*Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.<br />*Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8cfc12c3f0b60265a03596e283ef2528" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61380313,"asset_id":1596021,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61380313/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1596021"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1596021"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1596021; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1596021]").text(description); $(".js-view-count[data-work-id=1596021]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1596021; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1596021']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1596021, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8cfc12c3f0b60265a03596e283ef2528" } } $('.js-work-strip[data-work-id=1596021]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1596021,"title":"Reframing sociocultural research on literacy: Identity, agency, and power (Chapter 2)","translated_title":"","metadata":{"abstract":"This volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources.\n \n*Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.\n*Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders.","more_info":"Edited with Patricia Enciso and Elizabeth Moje\nAwarded 2007 Edward B. Fry Book Award, Literacy Research Association."},"translated_abstract":"This volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources.\n \n*Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.\n*Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders.","internal_url":"https://www.academia.edu/1596021/Reframing_sociocultural_research_on_literacy_Identity_agency_and_power_Chapter_2_","translated_internal_url":"","created_at":"2012-05-27T12:49:27.193-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":515639,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":61380313,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61380313/thumbnails/1.jpg","file_name":"moje.lewis.pdf","download_url":"https://www.academia.edu/attachments/61380313/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_sociocultural_research_on_lite.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61380313/moje.lewis-libre.pdf?1575103925=\u0026response-content-disposition=attachment%3B+filename%3DReframing_sociocultural_research_on_lite.pdf\u0026Expires=1733018460\u0026Signature=GLUJy5XvwpirdfzldqojiowLuKZP3mCVFbyo68r1774RXJ5483ZlC3f~-B6xJy~IO4dY5FGsv8CB3mm-Ojt-rElXWUaCKWIrhettDr99bbtttT3DPLPe93pcrqneARwA2VPqqMgqamntUAaY~M6xx5NsGxnif~EJy2ZjvEe7AG-B~DgGDLCI982fzT-l4-pf782aGm4GkIk6gh2wm3rzxT~wnmZOXN3Vf92DTajjlEjbvv8YvT0ycqXClYoiR6aq7Ls19Usjzg~0e0kGeFWYzKnFh9RK7Xqqsa3AcwNqIzL~h8g~xVxYIjH5GZLwCdsm9Y0i6AB-xEbosqkrabYq4g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reframing_sociocultural_research_on_literacy_Identity_agency_and_power_Chapter_2_","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":515639,"first_name":"Cynthia","middle_initials":null,"last_name":"Lewis","page_name":"CynthiaLewis","domain_name":"ucsc","created_at":"2011-06-27T03:45:18.256-07:00","display_name":"Cynthia Lewis","url":"https://ucsc.academia.edu/CynthiaLewis"},"attachments":[{"id":61380313,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61380313/thumbnails/1.jpg","file_name":"moje.lewis.pdf","download_url":"https://www.academia.edu/attachments/61380313/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Reframing_sociocultural_research_on_lite.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61380313/moje.lewis-libre.pdf?1575103925=\u0026response-content-disposition=attachment%3B+filename%3DReframing_sociocultural_research_on_lite.pdf\u0026Expires=1733018460\u0026Signature=GLUJy5XvwpirdfzldqojiowLuKZP3mCVFbyo68r1774RXJ5483ZlC3f~-B6xJy~IO4dY5FGsv8CB3mm-Ojt-rElXWUaCKWIrhettDr99bbtttT3DPLPe93pcrqneARwA2VPqqMgqamntUAaY~M6xx5NsGxnif~EJy2ZjvEe7AG-B~DgGDLCI982fzT-l4-pf782aGm4GkIk6gh2wm3rzxT~wnmZOXN3Vf92DTajjlEjbvv8YvT0ycqXClYoiR6aq7Ls19Usjzg~0e0kGeFWYzKnFh9RK7Xqqsa3AcwNqIzL~h8g~xVxYIjH5GZLwCdsm9Y0i6AB-xEbosqkrabYq4g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1596009"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1596009/Literary_practices_as_social_acts_Power_status_and_cultural_norms_in_the_classroom"><img alt="Research paper thumbnail of Literary practices as social acts: Power, status and cultural norms in the classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1596009/Literary_practices_as_social_acts_Power_status_and_cultural_norms_in_the_classroom">Literary practices as social acts: Power, status and cultural norms in the classroom</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book examines the social codes and practices that shape the literary culture of a combined f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature--read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading--with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1596009"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1596009"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1596009; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1596009]").text(description); $(".js-view-count[data-work-id=1596009]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1596009; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1596009']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1596009, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1596009]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1596009,"title":"Literary practices as social acts: Power, status and cultural norms in the classroom","translated_title":"","metadata":{"abstract":"This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. 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It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature--read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading--with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom.","internal_url":"https://www.academia.edu/1596009/Literary_practices_as_social_acts_Power_status_and_cultural_norms_in_the_classroom","translated_internal_url":"","created_at":"2012-05-27T12:41:07.721-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":515639,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Literary_practices_as_social_acts_Power_status_and_cultural_norms_in_the_classroom","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":515639,"first_name":"Cynthia","middle_initials":null,"last_name":"Lewis","page_name":"CynthiaLewis","domain_name":"ucsc","created_at":"2011-06-27T03:45:18.256-07:00","display_name":"Cynthia Lewis","url":"https://ucsc.academia.edu/CynthiaLewis"},"attachments":[],"research_interests":[],"urls":[{"id":277038,"url":"http://www.amazon.com/Literary-Practices-Social-Acts-Classroom/dp/0805836780/ref=sr_1_1?ie=UTF8\u0026qid=1338172745\u0026sr=8-1"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Cynthia Lewis</h3></div><div class="js-work-strip profile--work_container" data-work-id="114725116"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114725116/Series_of_three_short_academic_articles_including_Looking_at_Rock_Stars_and_How_a_Poem_Became_a_Short_Film_On_TV_After_Being_Art_In_A_Museum_"><img alt="Research paper thumbnail of Series of three short academic articles, including “Looking at Rock Stars” and “How a Poem Became a Short Film On TV (After Being Art In A Museum)”" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114725116/Series_of_three_short_academic_articles_including_Looking_at_Rock_Stars_and_How_a_Poem_Became_a_Short_Film_On_TV_After_Being_Art_In_A_Museum_">Series of three short academic articles, including “Looking at Rock Stars” and “How a Poem Became a Short Film On TV (After Being Art In A Museum)”</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114725116"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114725116"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114725116; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="93967566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/93967566/Mobilizing_and_Languaging_Emotion_for_Critical_Media_Literacy"><img alt="Research paper thumbnail of Mobilizing and Languaging Emotion for Critical Media Literacy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/93967566/Mobilizing_and_Languaging_Emotion_for_Critical_Media_Literacy">Mobilizing and Languaging Emotion for Critical Media Literacy</a></div><div class="wp-workCard_item"><span>Languaging Relations for Transforming the Literacy and Language Arts Classroom</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes emotions and actions in two classes focused on critical media analysis, each taught by one of the chapter authors. The chapter shows how critical media pedagogies intended to position students as agentive interpreters of media texts can lead to feelings of shame, anger, or resentment when the language of critique unintentionally critiques students’ cultures, communities, and embodied experiences. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41128581"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41128581/Literacy_and_Internet_Technologies"><img alt="Research paper thumbnail of Literacy and Internet Technologies" class="work-thumbnail" src="https://attachments.academia-assets.com/61380251/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41128581/Literacy_and_Internet_Technologies">Literacy and Internet Technologies</a></div><div class="wp-workCard_item"><span>Encyclopedia of Language and Education </span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Increasing access to and usage of Internet-networked tools around the world continue to shape and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Increasing access to and usage of Internet-networked tools around the world continue to shape and change literacy practices within social and educational contexts. It is these evolving literacies, rather than the tools themselves, that ground and motivate our discussion in this chapter. We highlight historical innovations in Internet technologies and outline major contributions foundational to understanding the changing nature of literacy: multimodality, sociality, and critical digital literacies. Next, we explore the concepts of transnational identities, literacy ecologies, and gaming as fields in progress within the increasingly mobile and interconnected world. We then turn to critical social issues, including the digital divide and the ways in which the Internet continues to drive and pro-blematize the definitions and boundaries of education, communication, and literacy. 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Beach & D. Bloome (Eds.), Languaging relations for transforming the literacy and language arts classroom</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes emotions and actions in two classes focused on critical media analysis, each taught by one of the chapter authors. The chapter shows how critical media pedagogies intended to position students as agentive interpreters of media texts can lead to feelings of shame, anger, or resentment when the language of critique unintentionally critiques students’ cultures, communities, and embodied experiences.  The authors argue that researchers need to examine their own cultural presuppositions and consider the ethical dilemmas that arise  when promoting a critical media literacy agenda.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f116b9a572ea95cac770d4ec3a76854e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61379262,"asset_id":41126870,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61379262/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41126870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41126870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41126870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41126870]").text(description); $(".js-view-count[data-work-id=41126870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41126870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41126870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41126870, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f116b9a572ea95cac770d4ec3a76854e" } } $('.js-work-strip[data-work-id=41126870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41126870,"title":"MOBILIZING AND LANGUAGING EMOTION FOR CRITICAL MEDIA LITERACY","translated_title":"","metadata":{"abstract":"“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes emotions and actions in two classes focused on critical media analysis, each taught by one of the chapter authors. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41126879"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41126879/Fostering_Sociopolitical_Consciousness_With_Minoritized_Youth_Insights_From_Community_Based_Arts_Programs"><img alt="Research paper thumbnail of Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community- Based Arts Programs" class="work-thumbnail" src="https://attachments.academia-assets.com/61379546/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41126879/Fostering_Sociopolitical_Consciousness_With_Minoritized_Youth_Insights_From_Community_Based_Arts_Programs">Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community- Based Arts Programs</a></div><div class="wp-workCard_item"><span>Review of Research in Education</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, we review the literature on community-based arts programs serving minoritized yo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, we review the literature on community-based arts programs serving<br />minoritized youth to identify the conditions and practices for fostering sociopolitical<br />consciousness. Community-based arts programs have the capacity to promote teaching<br />and learning practices in ways that engage youth in the use of academic skills to pursue<br />inquiry, cultural critique, and social action. In this review, we pay particular attention to<br />literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3f6d8336808ca5157818907869c3602d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61379546,"asset_id":41126879,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61379546/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41126879"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41126879"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41126879; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41126879]").text(description); $(".js-view-count[data-work-id=41126879]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41126879; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41126879']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41126879, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3f6d8336808ca5157818907869c3602d" } } $('.js-work-strip[data-work-id=41126879]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41126879,"title":"Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community- Based Arts Programs","translated_title":"","metadata":{"abstract":"In this chapter, we review the literature on community-based arts programs serving\nminoritized youth to identify the conditions and practices for fostering sociopolitical\nconsciousness. Community-based arts programs have the capacity to promote teaching\nand learning practices in ways that engage youth in the use of academic skills to pursue\ninquiry, cultural critique, and social action. In this review, we pay particular attention to\nliterary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Review of Research in Education"},"translated_abstract":"In this chapter, we review the literature on community-based arts programs serving\nminoritized youth to identify the conditions and practices for fostering sociopolitical\nconsciousness. 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In particular,<br />Lewis and Crampton apply the theories and methods of mediated discourse--discourse<br />in action--to explain how they can be methodologically useful in the<br />study of emotions in learning. This work foregrounds action in social spaces and<br />provides a lens through which to understand the meaning of signs/tools in practice.<br />Particularly important is the concept of linkage across space-time scales that include<br />the histories of participation and practices within and outside the context where the<br />mediated action occurs. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41126871"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41126871/Participatory_culture_meets_critical_practice_Documentary_film_production_in_a_youth_internship_program_Participatory_culture_meets_critical_practice_1"><img alt="Research paper thumbnail of Participatory culture meets critical practice Documentary film production in a youth internship program Participatory culture meets critical practice 1" class="work-thumbnail" src="https://attachments.academia-assets.com/61379279/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41126871/Participatory_culture_meets_critical_practice_Documentary_film_production_in_a_youth_internship_program_Participatory_culture_meets_critical_practice_1">Participatory culture meets critical practice Documentary film production in a youth internship program Participatory culture meets critical practice 1</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose-This paper aims to closely examine the features of an urban community-based learning prog...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose-This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths' learning and documentary filmmaking. This examination of a learning setting illuminates the "what is possible" and "how it comes to be possible" (Gomez et al., 2014, p. 10), illustrating possibilities for youths' tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach-Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings-Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system's object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that "can facilitate learning, empowerment, and civic action" (Jenkins et al., 2016). Originality/value-Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings "through the lens of equity and opportunity" (Ito et al., 2013).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="14fc52adb15fd2656333b641a1380b63" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61379279,"asset_id":41126871,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61379279/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41126871"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41126871"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41126871; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41126871]").text(description); $(".js-view-count[data-work-id=41126871]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41126871; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41126871']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 41126871, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "14fc52adb15fd2656333b641a1380b63" } } $('.js-work-strip[data-work-id=41126871]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41126871,"title":"Participatory culture meets critical practice Documentary film production in a youth internship program Participatory culture meets critical practice 1","translated_title":"","metadata":{"abstract":"Purpose-This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths' learning and documentary filmmaking. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38724591"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38724591/LITERACY_EMOTION_AND_THE_TEACHING_LEARNING_BODY"><img alt="Research paper thumbnail of LITERACY, EMOTION, AND THE TEACHING/LEARNING BODY" class="work-thumbnail" src="https://attachments.academia-assets.com/58809674/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38724591/LITERACY_EMOTION_AND_THE_TEACHING_LEARNING_BODY">LITERACY, EMOTION, AND THE TEACHING/LEARNING BODY</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ucsc.academia.edu/CynthiaLewis">Cynthia Lewis</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://yccc.academia.edu/AnneCrampton">Anne Crampton</a></span></div><div class="wp-workCard_item"><span>Literacies, learning, and the body: Bringing research and theory into pedagogical practice </span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter focuses on emotion as action in a racially and ethnically diverse English language a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter focuses on emotion as action in a racially and ethnically diverse<br />English language arts classroom. We begin by conceptualizing emotion, and<br />follow with a discussion of emotion and the body. After these theoretical<br />underpinnings, we discuss a classroom that o! ered multiple and recurring<br />iterations of the nexus of texts, bodies, and emotions, both in terms of teaching<br />and learning. This chapter assumes that central to the subject “English” is the<br />meaning-making work of interpreting and transforming signs. But signs are<br />comprised of more than the literary and non-" ction texts in English classrooms.<br />Signs also include the constructs—such as race and gender—that mediate life in<br />the classroom, including interactional dynamics, embodied meanings, and<br />textual practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d8ae1d34205926ee800e89424ea9f53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58809674,"asset_id":38724591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58809674/download_file?st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&st=MTczMzAxNDg2MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38724591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38724591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38724591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38724591]").text(description); $(".js-view-count[data-work-id=38724591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38724591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38724591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38724591, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0d8ae1d34205926ee800e89424ea9f53" } } $('.js-work-strip[data-work-id=38724591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38724591,"title":"LITERACY, EMOTION, AND THE TEACHING/LEARNING BODY","translated_title":"","metadata":{"abstract":"This chapter focuses on emotion as action in a racially and ethnically diverse\nEnglish language arts classroom. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="93967566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/93967566/Mobilizing_and_Languaging_Emotion_for_Critical_Media_Literacy"><img alt="Research paper thumbnail of Mobilizing and Languaging Emotion for Critical Media Literacy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/93967566/Mobilizing_and_Languaging_Emotion_for_Critical_Media_Literacy">Mobilizing and Languaging Emotion for Critical Media Literacy</a></div><div class="wp-workCard_item"><span>Languaging Relations for Transforming the Literacy and Language Arts Classroom</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes emotions and actions in two classes focused on critical media analysis, each taught by one of the chapter authors. The chapter shows how critical media pedagogies intended to position students as agentive interpreters of media texts can lead to feelings of shame, anger, or resentment when the language of critique unintentionally critiques students’ cultures, communities, and embodied experiences. The authors argue that researchers need to examine their own cultural presuppositions and consider the ethical dilemmas that arise when promoting a critical media literacy agenda.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93967566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93967566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93967566; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93967566]").text(description); $(".js-view-count[data-work-id=93967566]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93967566; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93967566']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93967566, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=93967566]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93967566,"title":"Mobilizing and Languaging Emotion for Critical Media Literacy","translated_title":"","metadata":{"abstract":"“Mobilizing and Languaging Emotion for Critical Media Literacy,” examines how languaging shapes emotions and actions in two classes focused on critical media analysis, each taught by one of the chapter authors. 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Majors and Lewis urge white scholars to reach out to scholars of color in learning how to generate counter-arguments that speak back to alternative facts. Tierney encourages the field to learn from scholars who are engaged in community based participatory research and activism, especially those who are engaged as allies with groups of people who are indigenous, marginalized, transnational, and cross-cultural. Beach calls on the field to consider research that examines implementation of the Common Core State Standards, such as argumentative writing and translanguaging.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93967565"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93967565"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93967565; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93967565]").text(description); $(".js-view-count[data-work-id=93967565]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93967565; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='93967565']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 93967565, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=93967565]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93967565,"title":"Critical, nimble, and human: The historical urgency of “alternative facts”","translated_title":"","metadata":{"abstract":"In this Insights column, four authors address the question: Given current and potential shifts in education policy, what should literacy educators keep in mind to move forward with exceptional literacy research and practices? 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This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. 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The second author discusses what it means to “stand” with community in the fight for justice and argues that we need to rethink what counts as knowledge production when working authentically alongside community instead of at or for them. 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