Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature, artwork, and multi-media texts, they learn about themselves and others and they can improve literacy skills and proficiency with technology (Chow & Cummins, 2003; Cummins, 2006). In this exploratory case study five middle-school students attending a diverse inner city school, and each representing a different demographic, were asked to complete an identity text project. In question was whether they would consume or critically deconstruct the negative hegemonic discourses they might encounter in the process. Results indicated that student response to these discourses was inconsistent, that students minoritized as black were especially vulnerable to them, and that student-led constructivist projects like this should be preceded by effective inclusive schooling and media literacy pedagogy to help ensure student engagement with multi-literacies is enhanced as intended.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/35562 |
| Date | 10 July 2013 |
| Creators | Louisy, Terry |
| Contributors | Brett, Clare |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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