45.072 - Trauma and Affect in Digital and Nondigital Contexts: Findings From Four Classroom-Based Studies

Session Type: Symposium

Abstract

This session investigates the needed, yet often inchoate, relationships between trauma, affect, and multimodality as to suggest new ways of democratizing evidence in literacy research. We present four qualitative research studies that inform the (re)production and embodiment of trauma literacies (Dutro, 2017) across digital and non-digital contexts (Abrams, 2015). We are interested in how trauma has recently been understood as an opening, a turning point for classroom-based conversations around such values as empathy and compassion in situated learning contexts. Our analyses of classroom-based teaching practices, as they relate to traumatic events as depicted in young adult and children’s literature, are meant to contribute to research methods using trauma-induced materials in the multimodal classroom.

Sub Unit

• SIG-Media, Culture, and Learning

Chair

• Amélie Lemieux, Mount Saint Vincent University

Papers

• Young Adults' Affective Moments When Mapping Responses to Multimodal Texts - Amélie Lemieux, Mount Saint Vincent University

• "[Me and Cinderella] It's Kind of Shaky": Affective Trauma and "Willful Literacies" Within Readers Workshop - Bessie Dernikos, Florida Atlantic University

• Silenced Voices of Loss: Black Male Students Writing and Witnessing Testimonials of Trauma - Cassandra Lo, Georgian Court University

• Lowercase truth: Affect as Abstract Art in Research on Seventh-Grade Argumentative Writing - Ellie Haberl, University of Colorado - Boulder

Discussant

• Elizabeth M. Dutro, University of Colorado Boulder