Jennifer Rowsell
Datos Biográficos
| ID | 200090 |
|---|---|
| NOMBRE | Jennifer Rowsell |
| NOMBRES | Jennifer |
| APELLIDO | Rowsell |
| FIRMA | ROWSELL J |
| AFILIACIONES | Brock University |
| ORCID | 0000-0002-9062-8859 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 46 |
| TOTAL DE CITAS | 91 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 4 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Towards Iterative Authorship
With Generative AI’s (GenAI) widespread use and reliance, culturally and linguistically diverse (CALD) students face key challenges in terms of cross-cultural thinking and linguistic expression as academic writers. There is a gap in research that provides critical frameworks to examine ways that GENAI enables and constrains writing practices and that identifies CALD students’ ambivalence about GenAI use. This article profiles ten international st…
Play and passion
Purpose This short article takes the play and passion of children’s literacy as its focal point. Rather than orienting reading and writing around what should be taught or how children should respond and understand written text, in this short reflective essay we aim to explore the play and passion inherent in children’s literacy practices. We do not aim to precisely conceptualise or delineate the nature of play or passion but, instead, to trace th…
Affecting photos
Scholars point to the ubiquity of visual images in media and popular culture as driving striking developments in visual research over the past decade. Yet, with this popularity, there is less attention paid to affective, non-representational dimensions of visual images and specifically to the ways that photos animate and inform ethnographic fieldwork. The felt, sensory qualities photographs hold play a role in not only what gets documented, but a…
Crystalising Maker Moments
This paper presents a theoretical conceptualisation of ‘postdigital storying’ as an emergent pedagogical process of engaging in meaning-making and literacies in educational contexts. In order to highlight the nuanced learning and communication involved in this approach, we examine and discuss three empirical examples of children and teachers working together in classroom makerspaces, drawn from data we gathered during a year-long research project…
Seeking Language less ness
This article challenges an over‐reliance on language as the primary means to communicate knowledge by adopting a language less ness approach to maker pedagogies and maker literacies. Having conducted makerspace and design‐based research for some time, we separately and together noticed a productive relationship between wordless relational makerspace and making moments focused on craft, tools, technologies, and materials, and ways that an absence …
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets
akerspace research has been around for some time now (Marsh, 2017).From its inception, maker orientations to research and scholarship asked researchers and ultimately educators, children, and young people to design and make through DIY practices, hacking, and experimenting with tools, technologies, materials, and craft methods to make meaning across formal and informal teaching contexts.Makerspaces rose in popularity and take-up during the
Towards literacies of immanence
In this article, we propose ‘literacies of immanence’ as a term for sensory-laden, embodied multimodal practices that happen when researchers get out of the way to allow for modal diversity in meaning making. The learning encounters that we observed during our research combined senses with a kaleidoscope of modes that were hard to describe through more traditional multimodal methods. Literacies of immanence is the most fitting phrase for these pr…
Déstabiliser la multimodalité
Cet article interroge l’histoire de la littératie multimodale afin de réimaginer de nouveaux devenirs sémiotiques en éducation. Il aborde l’interdisciplinarité de la multimodalité pour expliciter ses caractéristiques, ses modes et ses temporalités. L’histoire de la littéracie multimodale sous-tend des façons de réimaginer des avenirs en littératie, qu’importe le type de communication ou genre textuel. Pour les étudier, l’article discute de certai…
From boundaries to entangled story lines
In this article, we consider the notion of entangled stories to account for ways that young people assemble stories in generative ways. We draw on Tim Ingold’s theorising of lines, movement, and storied knowledge to account for the visible/material and invisible/immaterial entanglements that happen when young people design multimodal storied worlds and illustrate these entanglements through three school projects in Canada, Norway, and Chile. Lite…
Introduction to Part 2
The hard work of reparative futures
In this paper we empirically explore the ways in which young people were enrolled in a multimodal exhibition to creatively produce narratives of their past, presents and futures. We look at the different ways this work was framed, and how all memory work and, we argue, future work is relational, interactionally produced and situated in dynamic and unfolding social and political frameworks. We look at the ways young people described the work of pr…
Living with digital materialisations of self
Editorial for Learning, Media and Technology \nVolume 47, 2022 - Issue 3: The Methodologies of Materiality in Digital Representations Of ‘Self’
Alone-together
The project featured in this article experiments with mapping methods as part of a research-creation approach to exploring spaces, times, and movements within materialisations of self. Bringing together adults and children across two cities during lockdown, the project problematises a stance on ‘learning loss’ during the pandemic and instead focuses on the potential of the experiential blurriness of analogue and digital spaces. Rather than seekin…
Artifacts with Feelings/Feeling Artifacts
In this article, we consider the notion of tacit modalities as a theory and method for researchers. Based on research studies with individuals across ages and stages of life, we interviewed people about objects that they value, and what pervades all of the stories are tacit, lived properties that objects possess. The research ostensibly sought to extend work on the notion of artifactual literacies and tacit modalities, and, in the end, what stret…
Magic(al)ing in a time of Covid-19
This article conceptualizes the notion of magic(al)ing in relation to post-pandemic ways of thinking about data production and analyses. Revisiting old data produced pre-COVID-19 and engaging with new data produced during COVID-19, we consider the possibilities and potential of magic(al)ing as a theoretical concept. We think with several ideas informed by feminist ‘new’ materialists and post-inspired philosophies to conceptualize magic(al)ing: mo…
Literacy, Affect, and Uncontrollability
Visualizing mapping as pedagogy for literacy futures
In this article, the authors explore mapping as a pedagogical approach. Drawn from two literacy classrooms, the authors report on five empirical examples of mapping, elucidating the ways in which mapping activities were sites of dynamic meaning-making through processes of deterritorialization and reterritorialization (Deleuze & Guattari, 1987). In both cases of mapping pedagogy, participants used mapping to interrogate texts, reflect on experienc…
Transcultural-affective flows and multimodal engagements
In this article, we present a research study with a group of newcomer and refugee learners who have resettled in the Niagara region in Canada to create new lives. Over the course of four months, we came to know the stories of fifteen adult language learners, and we witnessed their steady induction, acceptance and enjoyment of multimodal activities. Combining the notions of translanguaging and affective flows with multimodal assessment, we draw ou…
How Emotional Do I Make It?”
For literacy educators, there is a need to understand students’ pathways into composition and mediate contemporary, multimodal compositional pathways with more academic ones. In an effort to mediate between middle and high school students’ schooling and curricular demands and their everyday interests and investments in media and communicational systems, the author offers educators a way to frame composition that attends to the potential and affor…
Child and youth engagement
With a rise in participatory media, there has been a hopefulness about how networked media spurs on youth leadership and civic engagement, offering opportunities and power to marginalized voices and communities that are historically under-represented. As more communities began to use these networks, and as organizations and institutions began to harness digital media and creative practices for the explicit purpose of empowerment, arguments around…
Re-Theorizing Literacy Practices
This chapter examines a specific Critical Thinking-based construct of ‘reading’ in the context of an Advanced Level Philosophy and Ethics class for students of 17 years of age. It focuses on reading events surrounding students’ engagement with an extract from a philosophy textbook in an A Level Philosophy lesson. Critical Thinking is self-directed, self-disciplined, self-monitored and self-corrective thinking. A Critical Thinking-based approach t…
Modes of Communication in Cross‐Cultural Contexts
Building on a longer history of intellectual work that combines a grounded, contextual perspective on people's meaning making with an account of design and multimodality, the entry presents past and current scholarship that merges ethnography with multimodal meaning making. It also takes account of aesthetics and work in the field of the new materialism and participatory research methodologies. Moving from major developments in the field to turns…
Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men
This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institu…
Passing through
Early literacy and the posthuman
Sedimented identities in texts
S The commentary argues for an understanding of how texts are put together that accounts for multimodality and draws on children's ways of being and doing in the home, their habitus. It focuses on identities as socially situated. It argues that it is important to trace the process of sedimenting identities during text production. This offers a way of viewing text production that can inform research into children's text making. Particular attentio…
Early literacy and the posthuman
Artifactual Critical Literacy
In this article, we propose a framework for literacy education, called artifactual critical literacy, which unites a material cultural studies approach together with critical literacy education. Critical literacy is a field that addresses imbalances of power and, in particular, pays attention to the voices of those who are less frequently heard. When critical literacy education is joined with a material cultural studies approach, which holds that…
Carrying my family with me
Barack Obama’s depiction of the boundaries of East Harlem and Manhattan creates a picture in your mind. If you have been there, you can visualize it, if you have read about it, then you extemporize, even embellish on the details. Uninviting, treeless, soot-colored walk-ups with heavy shadows resurrect colours, sounds, textures, and shapes. In this short excerpt, Obama materializes a place for a reader; he captures materialities-in-place and he do…
The (im)materiality of literacy
This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaning-making across on- and offline contexts. In arguing for the ‘(im)materiality’ of literacy, it makes four propositions which highlight the complex and diverse relationships between the immaterial and material associated with meaning-making. Complementing exist…
Literacy, Affect, and Uncontrollability
The hard work of reparative futures
In this paper we empirically explore the ways in which young people were enrolled in a multimodal exhibition to creatively produce narratives of their past, presents and futures. We look at the different ways this work was framed, and how all memory work and, we argue, future work is relational, interactionally produced and situated in dynamic and unfolding social and political frameworks. We look at the ways young people described the work of pr…
Preparation for the First Year of Teaching
In this study we asked beginning elementary teachers about their needs as first-year teachers and the adequacy of their preservice program in helping to meet them. The new teachers varied in satisfaction with their preparation but showed considerable consensus on their needs. They felt the study of both theory and practice should be conducted in depth and focused on certain key areas. The main areas mentioned included comprehensive planning for t…
Affecting photos
Scholars point to the ubiquity of visual images in media and popular culture as driving striking developments in visual research over the past decade. Yet, with this popularity, there is less attention paid to affective, non-representational dimensions of visual images and specifically to the ways that photos animate and inform ethnographic fieldwork. The felt, sensory qualities photographs hold play a role in not only what gets documented, but a…
Artifacts with Feelings/Feeling Artifacts
In this article, we consider the notion of tacit modalities as a theory and method for researchers. Based on research studies with individuals across ages and stages of life, we interviewed people about objects that they value, and what pervades all of the stories are tacit, lived properties that objects possess. The research ostensibly sought to extend work on the notion of artifactual literacies and tacit modalities, and, in the end, what stret…
Seen and unseen
Purpose – The purpose of this paper is to report on video making in two different contexts within the Community Arts Zone research project, an international research project concerned with the connections between arts, literacy and the community. Design/methodology/approach – At one project site, researchers and parents from the community filmed their children making dens with an artist. At another site, a professional film crew filmed young peop…
Visual optics
Research methodology using visual narrative techniques opens up conceptual views for interpreting a wide range of visuals. In this article, the authors analyse tattoos on a subject’s body and approach the task from what they term three ‘optics’: social semiotics; sedimented identity in texts; and New Literacy Studies in relation to multimodality, drawing on ethnographic perspectives. Each optic illustrates how a woman constructs her identity thro…
Losing Strangeness
This paper explores ways of using culture and cultural practices as an informing principle in ESL teaching. To research culture and ESL teaching, we conducted focus groups with teachers in an urban ethnically diverse school in Toronto, Canada and their student teachers during their month-long practica in the school as a part of a Bachelor of Education programme. As instructors in the teacher education programme, we set out to find ways of infusin…
Seeking Language less ness
This article challenges an over‐reliance on language as the primary means to communicate knowledge by adopting a language less ness approach to maker pedagogies and maker literacies. Having conducted makerspace and design‐based research for some time, we separately and together noticed a productive relationship between wordless relational makerspace and making moments focused on craft, tools, technologies, and materials, and ways that an absence …
Child and youth engagement
With a rise in participatory media, there has been a hopefulness about how networked media spurs on youth leadership and civic engagement, offering opportunities and power to marginalized voices and communities that are historically under-represented. As more communities began to use these networks, and as organizations and institutions began to harness digital media and creative practices for the explicit purpose of empowerment, arguments around…
Let It Go
iPads are increasingly being put in the hands of children in schools and educational contexts, yet there continues to be larger questions about how they fit into the fabric of daily classroom life and what new stories will emerge (de Certeau, 1984, 1984/2000). In this article, we feature vignettes of data from a 2-year government-funded research project on how children make meaning with iPads across 5 early years' classrooms. Understanding the co…
The Production-Reception Continuum
(2003). The Production-Reception Continuum: Activating publishing practices during literacy events. Changing English: Vol. 10, No. 1, pp. 59-72
Preparation for the First Year of Teaching
In this study we asked beginning elementary teachers about their needs as first-year teachers and the adequacy of their preservice program in helping to meet them. The new teachers varied in satisfaction with their preparation but showed considerable consensus on their needs. They felt the study of both theory and practice should be conducted in depth and focused on certain key areas. The main areas mentioned included comprehensive planning for t…
Losing Strangeness
This paper explores ways of using culture and cultural practices as an informing principle in ESL teaching. To research culture and ESL teaching, we conducted focus groups with teachers in an urban ethnically diverse school in Toronto, Canada and their student teachers during their month-long practica in the school as a part of a Bachelor of Education programme. As instructors in the teacher education programme, we set out to find ways of infusin…
Sedimented identities in texts
S The commentary argues for an understanding of how texts are put together that accounts for multimodality and draws on children's ways of being and doing in the home, their habitus. It focuses on identities as socially situated. It argues that it is important to trace the process of sedimenting identities during text production. This offers a way of viewing text production that can inform research into children's text making. Particular attentio…
Mapping Recreational Literacies
Screen Pedagogy
Zines, blogs and memes represent just a sample of text genres that are a part of students' literacy landscapes. Many teens, adolescents and tweens feel quite at ease within diverse, intertextual, m
Reading by Design
The digital reading practices of two middle school students in US and Canadian contexts are examined. Using a multimodal discourse framework, the authors contemplate what digital reading practice is and distinctive practices of reading texts online compared with printed, school‐based literacy practices. By focusing on two different genres of online texts, the authors illustrate the diversity of reading practices that digital texts entail. Alongsi…
Pierre Bourdieu and Literacy Education
contents: Selected Contents: Preface, James Albright and Allan Luke Part One: Objectifying the Field 1. Introduction: Renewing the Cultural Politics of James Albright and Allan Luke 2. Problematics and Generative Possibilities, James Albright 3. Pierre Bourdieu: A Biographical Memoir, Claire Kramsch 4. Bourdieu and Literacy Education, Monica Heller 5. Pedagogy as Gift, Allan Luke Part Two: Producing the Field 6. The Field of Arabic Instruction in…
Artifactual Critical Literacy
In this article, we propose a framework for literacy education, called artifactual critical literacy, which unites a material cultural studies approach together with critical literacy education. Critical literacy is a field that addresses imbalances of power and, in particular, pays attention to the voices of those who are less frequently heard. When critical literacy education is joined with a material cultural studies approach, which holds that…
Carrying my family with me
Barack Obama’s depiction of the boundaries of East Harlem and Manhattan creates a picture in your mind. If you have been there, you can visualize it, if you have read about it, then you extemporize, even embellish on the details. Uninviting, treeless, soot-colored walk-ups with heavy shadows resurrect colours, sounds, textures, and shapes. In this short excerpt, Obama materializes a place for a reader; he captures materialities-in-place and he do…
Resourcing Early Learners
The landscape of early childhood education and care is changing. Governments world-wide are assuming increasing authority in relation to child-rearing in the years before school entry, beyond the traditional role in assisting parents to do the best they can by their children. As part of a social agenda aimed at forming citizens well prepared to play an active part in a globalised knowledge economy, the idea of ‘early learning’ expresses the neces…
Visual Literacy as a Classroom Approach
Living in an increasingly visual culture, Rowsell, McLean, and Hamilton illustrate the importance of critically evaluating the potential of visual literacy as a dimension of the school context. They first situate visual literacy within the school arena and then examine its relevance to learning through different visual genres. In an effort to illustrate the power of visual literacy to enhance cross‐curricular learning, the authors conclude by sha…
Boys’ Hidden Literacies
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Visual optics
Research methodology using visual narrative techniques opens up conceptual views for interpreting a wide range of visuals. In this article, the authors analyse tattoos on a subject’s body and approach the task from what they term three ‘optics’: social semiotics; sedimented identity in texts; and New Literacy Studies in relation to multimodality, drawing on ethnographic perspectives. Each optic illustrates how a woman constructs her identity thro…
Learning and Literacy over Time
Learning and Literacy over Time
The mood is in the shot”
This article reports a longitudinal study of new media and digital technologies producers (Rowsell 2013) looking at their multimodal logic and practices to challenge notions of text and multimodality. Focusing on filmmakers, I build on previous research (Sheridan and Rowsell 2010) to extend traditional notions of print-based texts to more contemporary ways of making meaning with moving-image texts. Working within a multimodal framework (Kress 199…
The (im)materiality of literacy
This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaning-making across on- and offline contexts. In arguing for the ‘(im)materiality’ of literacy, it makes four propositions which highlight the complex and diverse relationships between the immaterial and material associated with meaning-making. Complementing exist…
Seen and unseen
Purpose – The purpose of this paper is to report on video making in two different contexts within the Community Arts Zone research project, an international research project concerned with the connections between arts, literacy and the community. Design/methodology/approach – At one project site, researchers and parents from the community filmed their children making dens with an artist. At another site, a professional film crew filmed young peop…
Let It Go
iPads are increasingly being put in the hands of children in schools and educational contexts, yet there continues to be larger questions about how they fit into the fabric of daily classroom life and what new stories will emerge (de Certeau, 1984, 1984/2000). In this article, we feature vignettes of data from a 2-year government-funded research project on how children make meaning with iPads across 5 early years' classrooms. Understanding the co…
Generation Z
Passing through
Early literacy and the posthuman
Re-Theorizing Literacy Practices
This chapter examines a specific Critical Thinking-based construct of ‘reading’ in the context of an Advanced Level Philosophy and Ethics class for students of 17 years of age. It focuses on reading events surrounding students’ engagement with an extract from a philosophy textbook in an A Level Philosophy lesson. Critical Thinking is self-directed, self-disciplined, self-monitored and self-corrective thinking. A Critical Thinking-based approach t…
Modes of Communication in Cross‐Cultural Contexts
Building on a longer history of intellectual work that combines a grounded, contextual perspective on people's meaning making with an account of design and multimodality, the entry presents past and current scholarship that merges ethnography with multimodal meaning making. It also takes account of aesthetics and work in the field of the new materialism and participatory research methodologies. Moving from major developments in the field to turns…
Sociology (33 obras) · Pedagogy (24 obras) · Psychology (23 obras) · Literacy, Media, and Education (21 obras) · Art (18 obras) · Literacy (18 obras) · Computer Science (17 obras) · Epistemology (15 obras) · Aesthetics (13 obras) · Linguistics (12 obras)