Digital production on Instagram
Vernacular literacies and challenges to schools
Bibliographic Data
| ID | 4256036 |
|---|---|
| Authors | Andrea Valdivia (0000-0003-3956-1705, University of Chile, corresponding author) |
| Year | 2021 |
| Volume | 60 |
| Issue | 2 |
| Pages | 172-182 |
| Publication date | 2021-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2020.1857139 |
| OpenAlex | W3112376140 |
| Language | EN |
| References cited | 13 |
Much of the everyday lives of young people happens on social media, mainly those image-centric platforms, like Instagram. Participation in these platforms has increased practices of meaning-making associated with vernacular literacies. Digital production on Instagram articulates traditions from vernacular writing and photography and is characterized by the mass-circulation, hybridized genres and texts, and the centrality of the image. In this article, I examine the role of image as a precursor of meaning and writing on social media, and the functions and patterns of production present in the practices of 2 Chilean young people. The functions of documentary and testimony; self-expression and identity; sociality, audience, and participation are interwoven with each other and with the patterns that organize the knowledge associated with the production. Based on this discussion, I offer some suggestions in order to broaden the understanding and teaching of writing and digital literacies
Art · Literature · Pedagogy · Production (economics · Sociology · Vernacular · Child Development and Digital Technology · Impact of Technology on Adolescents · Literacy, Media, and Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |