“The Rio Grande Was Originally Known as Rio Bravo”: Student Multiliteracies in English Language Arts and Social Studies

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Writing the Landscape: Stories of Place and Identity in Diverse Narratives (Table 19)

Abstract

In this study, researchers consider how fourth-grade students in a literacy and social studies class redefine history and center community sources as texts through a multimodal and collaborative video project on important places in their hometown. Borrowing from multiliteracies (New London Group, 1996; Skerrett, 2016) and culturally sustaining pedagogies (Paris & Alim, 2017), the authors consider how youth negotiated meaning and considered multiple forms of text as evidence in their videos. The authors found that youth were able to redefine history and center their own literacies and community resources as valid forms of research. The researchers hope that this work might offer further insights into the centering of student literacies and student joy in ELA and social studies.

Authors

• Mary Neville, Wayne State University

• Rhianna K. Thomas, New Mexico State University

• Rachel Kenney

• Aylin Rodriguez-Ponce, New Mexico State University

• Louie Kenney