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New Methods of Literacy ResearchFrom Routledge
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Literacy researchers at all stages of their careers are designing and developing innovative new methods for analyzing data in a range of spaces in and out of school. Directly connected with evolving themes in literacy research, theory, instruction, and practices―especially in the areas of digital technologies, gaming, and web-based research; discourse analysis; and arts-based research―this much-needed text is the first to capture these new directions in one volume. Written by internationally recognized authorities whose work is situated in these methods, each chapter describes the origin of the method and its distinct characteristics; offers a demonstration of how to analyze data using the method; presents an exemplary study in which this method is used; and discusses the potential of the method to advance and extend literacy research.
For literacy researchers asking how to match their work with current trends and for educators asking how to measure and document what is viewed as literacy within classrooms, this is THE text to help them learn about and use the rich range of new and emerging literacy research methods.
- Sales Rank: #800345 in Books
- Published on: 2013-09-27
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x .90" w x 6.10" l, .0 pounds
- Binding: Paperback
- 283 pages
About the Author
Peggy Albers is Professor of Language Education at Georgia State University, USA.
Teri Holbrook is Assistant Professor of Literacy and Language Arts at Georgia State University, USA.
Amy Seely Flint is Associate Professor of Language Education at Georgia State University, USA.
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1 of 1 people found the following review helpful.
This text is a must for every literacy scholar. It does everything a text sporting “NEW” should; it challenges preconceptions...
By Jason Sharier
Redefining the NEW: A Review of New Methods of Literacy Research
New Methods of Literacy Research edited by Peggy Albers, Teri Holbrook, and Amy Seely Flint narrates the emergence of today’s current trends, shifts, and perspectives that characterize cutting-edge literacy research practices. And as one reads through this collected work an important factor to keep in mind is how these trends, shifts, and perspectives continue to modify our understanding of how we not only define literacy but how we apply those definitions to what we do with literacy. While literacy evolves we must also account for this evolution in our definitions. And though I am now speaking from my own bias, much of literacy studies might be better characterized as the study of ideology and discourse in social practice; for literacy does not encompass these phenomena, it is contextually situated within them (as much of this work attests). Those of us who study literacy study representations of both.
With an overall emphasis on qualitative methodology, the editors outline that their “goal is to acquaint a variety of audiences―doctoral students contemplating their dissertations, early career researchers developing their lines of inquiry, accomplished scholars seeking new perspectives and points of view―with exemplary samples of innovative methods used by researchers with a desire to take scholarly risks” (emphasis added, Location 211). Moreover, the work reaches its pinnacle with a section devoted to literacy-as-technology, where they reiterate that multimodality’s effect on transforming literacy to literacies extends to “‘forms of texts that can arrive via digital code as sound, text, images, video, animations, and any combination of these’ (Lankshear & Knobel, 2011, p. 28)” (Location 88). All in all, the key element to this work is the way that it highlights methods for researching transformations in literacy.
Regarding the organization and structure of the work, if you are looking for chapter discussions as exhaustive and comprehensive as journal articles, you will not find that here (as I believe that that is much to the appeal of this work’s accessibility). This collection is succinctly divided into three manageable, quick-reference sections: Part I: Methods in Discourse Analysis; Part II: Methods in Arts-based and Autoethnographic Research; and Part III: Methods of Analysis in Digital Technologies, Gaming, and Web-based Research.
First, each chapter begins with a definition and a history of the perspective, approach, method, or analysis being implemented. Second, its theoretical implications are outlined, or, at times, a list of research questions, which the method seeks to explore, are laid out. Third, drawing on illustrations, the authors outline an application of the method by using an extended (easy-to-follow) research example. And lastly, an argument for the method’s significance is summarized within the concluding remarks.
Part I: Methods in Discourse Analysis
Part I, focusing on discourse analytics, outlines the following approaches: Microethnographic Discourse Analysis, Critical Discourse Analysis, Temporal Discourse Analysis, Mediated Discourse Analysis, Multimodal (Inter)action Analysis, and Visual Discourse Analysis.
1. Microethnographic Discourse Analysis
As discussed by Bloome and Carter, this form of analysis is more about perspective-taking than methodology: “A key research question from a microethnographic discourse analysis perspective is on how the ways people act and react to each other constitute literacy events and practices and the relationship of such social interactions to other social events and practices and to broader social contexts” (Location 343). Of the theoretical tools or dimensions offered, intertextuality best outlines the aforementioned summary: “From a microethnographic discourse analysis perspective, the juxtaposition of texts―what texts are juxtaposed, when, where, how, and by whom―is viewed as part of the process of people acting and reacting to each other” (Location 373). Analyzing how people act and react, as well as how they create social identities within the context of these interactions, are the basic elements of a microethnographic discourse analysis perspective.
2. Critical Discourse Analysis
Next, Rogers demonstrates that, drawing on the social-linguistic works of Gee, Fairclough, and Kress, that critical discourse analysis is interested in 3 primary ways of assessing Discourse: “ways of interacting (genre), ways of representing (discourse) and ways of being (style),” all coded through minute-detailed, extensive lexical analyses (Location 725). But Rogers also argues for a shift, that is, to consider a Positive Discourse Analysis perspective, because too often the focus has been on inequity instead of democracy in literate practices: “Macgilchrist (2007) writes, ‘[PDA] analyzes the discourse we like rather than the discourse we wish to criticize’ (p. 74)” (Location 740).
3. Temporal Discourse Analysis
Whereas microethnographic discourse analysis is interested in the literate interaction of acting and reacting, and critical discourse analysis focuses on detailed lexical analyses in situ, “[t]emporal discourse analysis is an analysis of discourses across time, and highlights time as a constitutive dimension of experience that people use to conceptualize their experiences with literacy, schooling, and identity” (Location 1174). With an emphasis on identity, Compton-Lily argues that this method seeks to account for how people’s literate identities constitute a longitudinally narrativized meaning-making process. This methodology focuses on the analytic components of change and stasis in discourse.
4. Mediated Discourse Analysis
Emerging out of Vygotskian cultural-historical activity theory (CHAT), mediated discourse analysis recognizes that discourse is not just composed of talk and text but of activity and action. This approach, therefore, explores the types of mediation which take place between people and artifacts (the “nexus of practice”) that create communities. Wohlwend explains that the theoretical difference is situated in “discourse in action” as opposed to “discourse as action” (Location 1582).
5. Multimodal (Inter)action Analysis
Associated with mediated discourse, Norris explains that multimodal (inter)action analysis “highlights three interconnected elements: the social actor, the action itself, and the tools that are being used,” each acting as a point of analysis (Location 1801). The units of multimodal analysis are also expressed in terms of lower-level action (e.g., posture, gesture, utterance), higher-level action (broader activities and actions), and frozen action (visual markers embedded as objects in the environment). Overall, Norris explicates that this method is particularly useful for coding multimodal data such as video.
6. Visual Discourse Analysis
While visual discourse analysis is a branch of multimodality, the mode that this method is particularly interested in is the-image-as-discourse. Albers explains that visual discourse is guided by four principles (or arguments for visual literacy): it creates and reflects reality; it expresses a situated meaning; it reconstitutes language as heteroglossic; and it embeds certain linguistic cues. An important guiding question for visual discourse is “how does art act as a force on viewers to encourage particular actions and beliefs” (Location 2142)? Discourse has thus become a keyword for extending our definitions of literacy beyond alphabetic writing; as many discourse methodologies would argue, writing is only one of the ways that discourse is manifest within culture.
Part II: Methods in Arts-based and Autoethnographic Research
Part II, focusing on interdisciplinary analytics, outlines the following approaches: Autoethnography, Embodied Analysis, Poetic Inquiry, A/r/tography, Artifactual Literacies, and Geosemiotics.
1. Autoenthnography
As Kaufmann summarizes, “[A]utoethnography after the postmodern turn is a methodology and a text that is literally the sum of its parts: writing [graphy] that moves back and forth between the self [auto] and culture [ethno] (Ellis and Bochner, 2000)” (Location 2359). The goals of autoethnography are to “understand, emancipate, and deconstruct (Lather)” the researcher’s (or the participant’s) own experiences (Location 2374). Autoethnography is about merging personal narrative and theoretical perspective to create a research design modeled after the genre of creative-nonfiction. Autoethnography also deconstructs the notion that the valid researcher abstains from researching themselves; it restores, somewhat, the relationship of the researcher to the context of their own experiences. The epistemological concerns “seek difference rather than similarity, absence rather than presence, the local rather than the universal and the fragmented rather than the whole” (Location 2379). This is a radical shift, reminding us that the literacy researcher his/herself is a worthy object of study.
2. Embodied Analysis
Relying on the work of Judith Butler, Medina and Perry situate embodied analysis as emerging out of performance arts and dramatic inquiry. However, embodied analysis as a methodology extends the subject of literacy by metaphor: “[T]he experimental body is both a representation of self (a ‘text’) as well as a mode of creation in progress (a ‘tool’)” (Location 2665). Like other approaches covered in this collected works, especially those that analyze “invisible discourse” (Foucault), embodied analysis treats the body as an “invisible text,” that is, embodying the rituals and practices of the culture. The framework for embodied analysis relies on the following concepts: “embodiment, performativity, and affect” (Location 2783). Embodied analysis, in practice, is interested in relationships “between peers, between content and curriculum, between instruction and activity” (Location 2792).
3. Poetic Inquiry
Ethnographic poetry is a method for representing observations and interpretations of data. It contends with the dominant theory that it is best to, at all times, represent qualitative data literally as opposed to figuratively. Glenn argues that “[a]n enthnographic poem is both the catalyst and the result of the same processes researchers and literary writers employ: close observation, careful attention to words and immersion in and understanding of cultural and symbolic resonances” (Location 3081). She also argues that we limit our research language and understanding of literacy by excluding ethnographic poetry (as poetry attains adequacy where other uses of language are inadequate): “Engaging in writing ethnographic poetry―whether it is to document our own or others’ processes, behaviors or impressions―is a means . . . to ‘experience experience’” (Location 3205). She gives the example that “[a] transcribed interview with an embedded story may invite a prose poem” (Location 3225).
4. A/r/tography
Alluding to some of the aforementioned artistic methods, Leggo and Irwin advise that “a/r/tography invites a dynamic dialogue among all the arts as a way of inquiring about teaching and teaching about researching” (Location 3458). A/r/tography’s points of interest are the “intersections of the identities of the artist, the researcher, and the teacher as integrally and contiguously connected” (Location 3458). This reflexivity promotes “teaching and learning as transformative, creative, and passionate” (Location 3477). They call the spaces between these points of interest the “in-between liminal spaces” which allow the artist, teacher, and researcher “to question, reflect, and question again, as we become ever more committed to learning to learn” (Location 3558). Ultimately, they advise researchers to engage research just as artists engage art (Location 3619).
5. Artifactual Literacies
Reminiscent of mediated discourse analysis, Pahl and Rowsell highlight that artifactual literacies relate to “the complex cultures young people bring to classrooms” (Location 3742). Artifactual research analyzes both home and school literacies as permeable and dialectic. Artifactual mediations thus take place between the relationship of the subject to its environment as well as with the objects that constitute the function of that environment, such as the classroom or the home. An artifactual literacies approach is “concerned with thinking about agency, local needs, and properties with global needs and properties, and it is about creating artifacts that express ideas and embodied senses” (Location 3965).
6. Geosemiotics
Like an invisible discourse, epistemologically, Nichols outlines that a geosemiotic “approach recognizes that the physical, material and symbolic aspects of places are resources in producing meanings for the signs and practices that are found in them” (Location 4061). We cannot research social practices apart from the spaces within which they take place. According to this methodology, data must account for the social qualities of the space within which literacy events emerge, and “place” itself must be considered a participatory factor. Methods of analysis and interpretation need to account for definitions of “semiotics of place,” “visual semiotics,” and “interaction order.”
Part III: Methods of Analysis in Digital Technologies, Gaming, and Web-based Research
Part III, focusing on digital and virtual literacies, outlines the following approaches: Cyber-ethnography, Games Studies, Networked-Communities, and Digital Oral/Aural Analysis.
1. Cyber-ethnography
Marsh outlines that virtual spaces are relevant to literacy research because virtual worlds implement virtual practices of reading and writing, afford various literate engagements operating around/outside of the core virtual space (i.e., fanfiction), as well as present ways to understand the shared experiences of both online and offline contexts (Location 4461). One of the key methodological tenets of cyber-ethnography is that it is “an adaptive ethnography which sets out to suit itself to the conditions in which it finds itself” (Location 4482). The history of this methodology has shifted its focus from looking at online and offline as a binary to examining the “complex interactions between online and offline identities and activities” (Location 4494). Marsh herself discovered, beyond other virtual purposes, children engage in virtual worlds to construct and perform identities (Location 4638). But to do this work it requires the implementation of multi-methods such as discourse analysis, visual analysis, and multimodal analysis or even participatory methods such as “avatar-to-avatar interviews” or auto-cyber-ethnography.
2. Games Studies
As with virtual literacy, Beavis outlines that embedded within the discourse of gaming is “the exploration and performance of identity, values and community” (4793). In approaching gaming the researcher is interested in “literacy constructed as design” (Location 4800). She argues that to accomplish this form of research New Literacy Studies and Games Studies must constitute a multi-methodological perspective that establishes a complementary intersection. Design within this context “includes . . . print-based forms of literacy, but extends also to include visual, gestural, audio and other forms of semiosis” (Location 4829). Analysis at this intersection must consider “both textual and non-textual forms; the situated nature of play; the player’s role and that of the machine; the network of texts, practices and paratexts that surround the game” (4810). The immersion of the researcher as a member of the culture is key to analyzing gameplay, game-structure, and the game-world both ethnographically and autoethnographically. What is not completely accounted for, however, is how the spectrum of single-player to multiplayer differs in regard to the user’s engagement with different discourse communities that emerge from single-player (out-of-gameplay discourse) and multiplayer (in-gameplay discourse) experiences.
3. Networked-Communities
Stornaiuolo, Higgs, and Hull provide a general framework for approaching social-networking literacies: “[W]e examine how the dimensions of persistence, searchability, replicability, scalability can operate . . . to guide our practices in studying networked literacies” (Location 5117). As with cyber-enthnography and gaming analysis, “insider-research” is becoming more and more a requirement for researchers focusing on these communities. The tension that these methods wrestle with is mapping “the choreography of collaborative authoring and feedback” within the context of networked interaction through users’ written histories (Location 5228).
4. Digital Oral/Aural Analysis
In the last section Vasquez invokes digital literacy to examine podcasting. This form of digital literacy is both an oral and aural discourse practice. Using a critical literacy approach, she analyzes how students as podcasters take on different personas as well as experience shifts in consciousness. As she narrates a particular student’s experiences, Vasquez ends with the insight that the students “storied new or different versions of their lives” by composing oral/aural texts (Location 5653).
Recommendation
Overall, this collected works has sought to fill methodological blanks, but it has left them open as well (and for good reason). It has continued to challenge and re-establish the conceptual metaphors of literacy-as-discourse, literacy-as-art, and literacy-as-design. And, in the end, the researcher is left with a palette of new―at times, radical―insights to contemplate and implement as the present literacy meets the future of literacy research. This text is a must for every literacy scholar. It does everything a text sporting “NEW” should; it challenges preconceptions and dares us to not only be intellectual about our methodological approaches but creative as well. At times the traditional literacy researcher will meet with interdisciplinary tensions but this is always a result of the “NEW”. And often there seems to be an overlap between definitions of literacy and education, where they operate as synonyms depending upon the method. This blurring could use more clarification in certain sections, however. The applications often exemplify grade-school literacies and community literacies. And my critique would be to balance this out with a few college composition applications. While discourse dominates the book, the arts-approach seeks an interdisciplinary push (which seems appropriate since literacy is really an interdisciplinary discipline), and, lastly, digital and virtual literacies open the door for more exploration into the realm of computer mediated worlds and discourses. A keyword that is often repeated in this work is “identity”, and I am willing to wager that this will be the new direction that literacy studies takes.
1 of 1 people found the following review helpful.
A reseacher roadmap!!!
By Cassandra C. Matthews
I took my prospectus course with Dr. Albers at GSU and she is insighful, funny, honest and encouraging. This book is an extension of her being!
0 of 0 people found the following review helpful.
they seemed more novel than useful. The clear descriptions and definitions were lacking
By Katie Walker
Though the alternative approaches to research are interesting, they seemed more novel than useful. The clear descriptions and definitions were lacking.
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