#BlackLiteracyLivesMatter: REVEALING AFRICAN AMERICAN ADOLESCENTS’ MULTIMODAL LITERACY PRACTICES IN ONLINE SOCIAL NETWORKS AT A COMMUNITY CENTER

dc.contributor.advisorTurner, Jenniferen_US
dc.contributor.authorPope, Kelseyen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2017-01-24T06:42:56Z
dc.date.available2017-01-24T06:42:56Z
dc.date.issued2016en_US
dc.description.abstractThis study investigated the multimodal literacy practices of African American adolescents as they navigated online social networks. Participants ranged from ages 13 to 17 and resided in an inner city East Coast neighborhood. Data collection tools included an online social network survey, online social networking activities log, audio recorded literacy interviews, and screenshots. Pieces of data were carefully analyzed and coded for potential literacy practices. The study revealed four distinct literacy practices of this particular group of African American adolescents: communication, entertainment, information gathering, and taking a stance. Participant data defined each multimodal literacy practice while explaining how and why skills and experiences combined to create the practice. Engagement in online social networks involved these multimodal literacy practices. Often they involved interactions with peers and family members. Participants did not readily compare their multimodal online social network literacy practices to traditional forms of literacy, however, they used traditional words such as reading, writing, and spelling to explain their skills and experiences. Literacy was brought to life in a unique way through the words and multiple modes of communication, entertainment, information gathering, and stance taking of participants. This study questions ‘what’ and possibly ‘whose’ literacy counts. Technology and its affordances allowed participants to engage in practices through multiple modes. Additionally, this group of African American adolescents exposed an avenue through which race related injustices and tensions might be expressed through multimodal literacy practices in online social networks. The results of this study encourages future research to examine what literacy counts, whose literacy counts, and how or why adolescents engage through literacy practices. #BlackLiteracyLivesMatteren_US
dc.identifierhttps://doi.org/10.13016/M2JG0F
dc.identifier.urihttp://hdl.handle.net/1903/18986
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledLanguage artsen_US
dc.subject.pqcontrolledMultimedia communicationsen_US
dc.subject.pquncontrolledAfrican American Adolescentsen_US
dc.subject.pquncontrolledLiteracy Practicesen_US
dc.subject.pquncontrolledMultimodal Literacyen_US
dc.subject.pquncontrolledOnline Social Networksen_US
dc.title#BlackLiteracyLivesMatter: REVEALING AFRICAN AMERICAN ADOLESCENTS’ MULTIMODAL LITERACY PRACTICES IN ONLINE SOCIAL NETWORKS AT A COMMUNITY CENTERen_US
dc.typeDissertationen_US

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