The Impact of Social Networking and a Multiliteracies Pedagogy on English Language Learners’ Writer Identities

Authors

  • Janette Michelle Hughes University of Ontario Institute of Technology Author
  • Laura Morrison University of Ontario Institute of Technology Author

DOI:

https://doi.org/10.1558/wap.v6i3.607

Keywords:

writing, English Language Learners, Social Networking Sites, Ning, multiliteracies, identity, poetry

Abstract

This study examined the impact of using a multiliteracies pedagogy and the social networking site (SNS), Ning, to help 6th grade English language learners (ELLs) develop their writer identities, with the purpose of increasing the students’ confidence, sense of self, and language and literacy skills. To this end, we were interested in whether and how the development of a writer identity and an increase in social presence on the Ning would translate into face-to-face connections in the physical classroom and an induction into the academic learning community – a space in which the students may have previously felt intimidated. In doing this, we employed a qualitative case study analysis to investigate the experiences of two ELLs at an elementary school in Toronto, Canada. Our study found that incorporating multimodal tools and an SNS allowed the students to more freely express themselves; to share their work and their personalities with peers, which made the writing assignments more meaningful and engaging; and provided a platform for students to negotiate their values and beliefs. Ultimately, the increased interactions with peers online and the development of this new English-language literate identity translated into the development of students’ individual voices, a sense of ownership of English, and an increased social presence in the classroom.

Author Biographies

  • Janette Michelle Hughes, University of Ontario Institute of Technology

    Associate Professor & Assistant Dean Faculty of Education.

  • Laura Morrison, University of Ontario Institute of Technology

    Laura Morrison is currently completing her M.A. in Education at the University of Ontario Institute of Technology. She teaches an Information Communications Technology course to teacher candidates in the B.Ed. program at the same university. Her research interests include how technology can be used to engage otherwise disengaged students in the English language arts classroom – improving not only students’ traditional literacy skills, but also their new literacy skills, confidence, and sense of identity.

References

Ajayi, L. (2008) Meaning-making, multimodal representation, and transformative pedagogy: An exploration of meaning construction instructional practices in an ESL high school classroom. Journal of Language, Identity, and Education 7: 206–229. http://dx.doi.org/:10.1080/15348450802237822.

Alvermann, D. E. (2010) Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture. New York, New York: Peter Lang.

Black, R.W. (2005) Access and affiliation: The literacy and composition practices of English language-learners in an online fanfiction community. Journal of Adolescent and Adult Literacy 49: 118–128. http://dx.doi.org/10.1598/ JAAL.49.2.4.

Black, R. W. (2007) Digital design: English language learners and reader reviews in online fiction. In M. Knobel and C. Lankshear (eds.) A New Literacies Sampler 115–136. New York: Peter Lang.

Black, R. W. (2009) English-language learners, fan communities, and 21st-century skills. Journal of Adolescent and Adult Literacy 52: 688–697. http://dx.doi. org/10.1598/JAAL.52.8.4.

Brady, K., Holcomb, L. and Smith, B. (2010) The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning 9: 151–160. Retrieved on 10 January 2013 from http://www.ncolr.org/jiol/issues/pdf/9.2.4.pdf.

Bruner, J. (1994) Acts of Meaning: Four Lectures on Mind and Culture. Cambridge, Massachusetts: Harvard University Press.

Bruce, D. (2009). Reading and writing video: Media literacy and adolescents. In L. Christenbury (ed.) Handbook of Adolescent Literacy Research 287–303. New York: The Guilford Press.

Buck, A. (2012) Examining digital literacy practices on social network sites. Research in the Teaching of English 47: 9–38. Retrieved on 10 January 2014 from http://www.ncte.org/library/NCT EFiles/Resources/Journals/ RT E/0471-aug2012/RT E0471Examining.pdf.

Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse Society (2nd edition). Los Angeles: California Association for Bilingual Education.

Cummins, J. (2011) Evidence matters: From evidence-free to evidence-based policies for promoting achievement among students from marginalized social groups. Writing & Pedagogy 3: 189–216. http://dx.doi.org/ 10.1558/wap.v3i2.189.

Cohen, S. L. (2011) Making room for identity in second language writing: The promise and possibilities of dual language identity texts. Writing & Pedagogy 3: 217–239. http://dx.doi.org/10.1558/wap.v3i2.217.

de Jong, E. J. and Harper, C. A. (2005) Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly 32: 101–124.

Ellison, N. B. and Boyd, d. (2013) Sociality through social network sites. In W. H. Dutton (ed.), The Oxford Handbook of Internet Studies 151–172. Oxford: Oxford University Press.

Fairclough, N. (1995) Critical Discourse Analysis: The Critical Study of Language. London: Longman Publishing Group.

Fernsten, L. A. (2008) Writer identity and ESL learners. Journal of Adolescent and Adult Literacy 52: 44–52. http://dx.doi.org/10.1598/JAAL.52.1.5.

Garrison, D. R. (2009) Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (eds.) Encyclopedia of Distance and Online Learning (2nd edition) 352–355. Hershey, Pennsylvania: IGI Global.

Harper, C., and de Jong, E. (2004) Misconceptions about teaching English language learners. Journal of Adolescent and Adult Literacy 48: 152–162. http://dx.doi.org/ 10.1598/JAAL.48.2.6.

Jenkins, H. (2009) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, Massachusetts: MIT Press.

Jewitt, C. (2009) Introduction. In C. Jewitt (ed.) The Routledge Handbook of Multimodal Analysis 1–7. Abingdon, U.K.: Routledge.

Jewitt, C. and Kress, G. (2003) Multimodal Literacy. New York: Peter Lang.

Kellner, D. (2000) New technologies/new literacies: Reconstructing education for the new millennium. Teaching Education 11: 245–265. http://dx.doi. org/10.1080/713698975.

Kourtis-Kazoullis, V. (2011) Internet-based sister classes and writing. Writing & Pedagogy 3: 305–323. http://dx.doi.org/10.1558/wap.v3i2.305.

Kress, G. R. and van Leeuwen, L. (2001) Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.

Lankshear, C. and Knobel, M. (2003) New Literacies: Changing Knowledge and Classroom Learning. Buckingham, UK: Open University Press.

Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.

Lee, J. S. (2006) Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning and Technology 10: 93–113. Retrieved on 10 May 2013 from http://llt.msu.edu/vol10num2/lee/default.html.

Li, G. (2012) Literacy engagement through online and offline communities outside school: English language learners’ development as readers and writers. Theory into Practice 51: 312–318. http://dx.doi.org/10.1080/00405841.2012.726061.

Lotherington, H. and Jenson, J. (2011) Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics 31: 226–246. http://dx.doi.org/10.1017/ S0267190511000110.

Miles, M. (1994) Qualitative Data Analysis: An Expanded Handbook. Thousand Oaks, California: Sage Publications.

Ministry of Education (2001) English as a Second Language and English Literacy Development: The Ontario Curriculum Grades 1–8. Toronto: Queen’s Printer for Ontario. Available from http://www.edu.gov.on.ca.

Mitchel, K. (2012) A social tool: Why and how ESOL students use Facebook. CALICO Journal 29: 471–493. http://dx.doi.org/ http://dx.doi.org/10.11139/ cj.29.3.471-493.

Nelson, M. (2006) Mode, meaning and synaesthesia in multimedia L2 writing. Language Learning and Technology 10: 56--76. Retrieved on 10 May 2013 from http://llt.msu.edu/vol10num2/nelson/default.html.

New London Group (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66: 60–92. Retrieved on 10 May 2013 from http://her.hepg.org/content/17370n67v22j160u/?p=21a6d6e53104451c82 f133aefdd176e7&pi=2.

Ng-A-Fook, N., Radford, L. and Ausman, T. (2012) Living a curriculum of hyphe- nations: Diversity, equity, and social media. Multicultural Education Review 4: 91–128. Retrieved on 10 January 2014 from http://journals.sfu.ca/mer/ index.php/mer/article/view/36.

Norton, B. (1997) Language, identity, and the ownership of English. Introduction, Special Issue on Language and Identity. TESOL Quarterly 31: 409–429. http://dx.doi.org/10.2307/3587831.

Rambe, P. (2012) Critical discourse analysis of collaborative engagement in Facebook postings. Australasian Journal of Educational Technology 28: 295–314. Retrieved on 10 May 2013 from http://www.ascilite.org.au/ajet/ajet28/rambe.html.

Sharma, B. K. (2012) Beyond social networking: Performing global Englishes in Facebook by college youth in Nepal. Journal of Sociolinguistics 16: 483–509. http://dx.doi.org/10.1111/j.1467-9841.2012.00544.x.

Shih, R.-C. (2011) Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27: 829–845. Retrieved on 10 May 2013 from http://www.ascilite.org.au/ajet/ajet27/shih.html.

Stake, R. (2000) Case studies. In N. Denzin and Y. Lincoln (eds.) Handbook of Qualitative Research (2nd edition) 435–454. Thousand Oaks, California: Sage Publications.

Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research: Grounded Theory, Procedures and Techniques. Thousand Oaks, California: Sage Publications.

Taylor, S. K. and Cummins, J. (2011) Second language writing practices, identity, and the academic achievement of children from marginalized social groups: A comprehensive overview. Writing & Pedagogy 3: 181–188. http://dx.doi. org/10.1558/wap.v3i2.289.

Thorne, S. L., Black, R. W. and Sykes, J. M. (2009) Second language use, socialization, and learning in Internet interest communities and online gaming. Modern Language Journal 93: 802–821. http://dx.doi. org/10.1111/j.1540-4781.2009.00974.x.

van Lier, L. (2004) The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Norwell, Massachusetts: Kluwer Academic.

Vygotsky, L. S. (1978) Mind and Society: The Development of Higher Psychological Processes (ed. M. Cole, V. John-Steiner, S. Scribner and E. Souberman). Cambridge, Massachusetts: Harvard University Press.

Published

2014-12-05

Issue

Section

Research Matters

How to Cite

Hughes, J. M., & Morrison, L. (2014). The Impact of Social Networking and a Multiliteracies Pedagogy on English Language Learners’ Writer Identities. Writing and Pedagogy, 6(3), 607-631. https://doi.org/10.1558/wap.v6i3.607

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>