The Affordances of Digital Portfolios in an Intergenerational Art Class: Implications for Literacies and Identities

• In Event: 56.069 - Research in Reading and Literacy SIG IV

Abstract

The goal of this exploratory case study was to integrate digital media as placed resources into an intergenerational art class so as to generate knowledge of how to unite skipped generations to expand their literacy and identity options thereby producing an empirically-based framework for understanding digitally-enhanced multimodal curricula across the lifespan. Participants included 15 elders and 9 preschoolers. Data were collected through ethnographic methods, and a qualitative analysis was conducted. Focusing on the digital portfolios from class, findings suggest that the integration of digital media enhanced literacy options by providing new tools for meaning-making and expanded identity options by highlighting achievements and promoting intergenerational relationships. The study contributes to literatures concerning literacy curriculum and practices across the lifespan.

Authors

• Rachel May Heydon, University of Western Ontario

• Lori McKee, University of Western Ontario