Designing interpretive communities toward justice: indexicality in classroom discourse
Purpose This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach Drawing on data from a year-long social design experiment, this study uses qualitativ...
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| Veröffentlicht in: | English Teaching: Practice and Critique 2022-03, Vol.21 (1), p.2-15 |
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| container_title | English Teaching: Practice and Critique |
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| creator | Storm, Scott Jones, Karis Beck, Sarah W |
| description | Purpose
This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.
Design/methodology/approach
Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.
Findings
The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.
Originality/value
This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms. |
| doi_str_mv | 10.1108/ETPC-06-2021-0073 |
| format | Article |
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This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.
Design/methodology/approach
Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.
Findings
The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.
Originality/value
This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.</description><identifier>ISSN: 1175-8708</identifier><identifier>ISSN: 2059-5727</identifier><identifier>EISSN: 1175-8708</identifier><identifier>DOI: 10.1108/ETPC-06-2021-0073</identifier><language>eng</language><publisher>Hamilton: Emerald Publishing Limited</publisher><subject>Basic Skills ; Classroom Communication ; Classrooms ; Coding ; Cognitive Processes ; Communities of Practice ; Community ; Community Relations ; Critical Theory ; Curricula ; Design ; Discourse Analysis ; Elementary Secondary Education ; English Curriculum ; English Instruction ; English language ; Fan fiction ; Feedback ; Feedback (Response) ; Feminism ; Focus Groups ; High School Students ; Language Arts ; Learning Processes ; Linguistics ; Literacy ; Literary Criticism ; Literary Devices ; Literary studies ; Literature Appreciation ; Multimedia Materials ; Music Theory ; Participation ; Popular Culture ; Programming (Broadcast) ; Public Schools ; Reading Processes ; Social justice ; Student writing ; Summative Evaluation ; Teaching Methods ; Text Structure ; Units of Study ; Writing Evaluation</subject><ispartof>English Teaching: Practice and Critique, 2022-03, Vol.21 (1), p.2-15</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c336t-b85161c9441e14851c4e65f4e21d3e9834e33c06a7a6bf9fdd50db27452a91ec3</citedby><cites>FETCH-LOGICAL-c336t-b85161c9441e14851c4e65f4e21d3e9834e33c06a7a6bf9fdd50db27452a91ec3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/ETPC-06-2021-0073/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,776,780,21674,27901,27902,53219</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1350922$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Storm, Scott</creatorcontrib><creatorcontrib>Jones, Karis</creatorcontrib><creatorcontrib>Beck, Sarah W</creatorcontrib><title>Designing interpretive communities toward justice: indexicality in classroom discourse</title><title>English Teaching: Practice and Critique</title><description>Purpose
This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.
Design/methodology/approach
Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.
Findings
The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.
Originality/value
This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.</description><subject>Basic Skills</subject><subject>Classroom Communication</subject><subject>Classrooms</subject><subject>Coding</subject><subject>Cognitive Processes</subject><subject>Communities of Practice</subject><subject>Community</subject><subject>Community Relations</subject><subject>Critical Theory</subject><subject>Curricula</subject><subject>Design</subject><subject>Discourse Analysis</subject><subject>Elementary Secondary Education</subject><subject>English Curriculum</subject><subject>English Instruction</subject><subject>English language</subject><subject>Fan fiction</subject><subject>Feedback</subject><subject>Feedback (Response)</subject><subject>Feminism</subject><subject>Focus Groups</subject><subject>High School Students</subject><subject>Language Arts</subject><subject>Learning Processes</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Literary Criticism</subject><subject>Literary Devices</subject><subject>Literary studies</subject><subject>Literature Appreciation</subject><subject>Multimedia Materials</subject><subject>Music Theory</subject><subject>Participation</subject><subject>Popular Culture</subject><subject>Programming (Broadcast)</subject><subject>Public Schools</subject><subject>Reading Processes</subject><subject>Social justice</subject><subject>Student writing</subject><subject>Summative Evaluation</subject><subject>Teaching Methods</subject><subject>Text Structure</subject><subject>Units of Study</subject><subject>Writing Evaluation</subject><issn>1175-8708</issn><issn>2059-5727</issn><issn>1175-8708</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNptUU1LAzEQDaJgrf4AD8KC59V8bXbjTWr9oqCH6jWkyWxJ2Y-apGr_vVkqouBp5jHvvRneIHRK8AUhuLqczp8nORY5xZTkGJdsD40IKYu8KnG1_6s_REchrDAWVGIyQq83ENyyc90yc10Ev_YQ3Ttkpm_bTeeig5DF_kN7m602IToDV4lo4dMZ3bi4TSAzjQ7B932bWRdMv_EBjtFBrZsAJ991jF5up_PJfT57unuYXM9yw5iI-aIqiCBGck6A8AQMB1HUHCixDGTFODBmsNClFota1tYW2C5oyQuqJQHDxuh857v2_dsGQlSrtL9LKxUtBZeDhUwssmMZ36dLoVZr71rtt4pgNcSnhvgUFmqITw3xJc3ZTgPemR_-9JGwAktK0xx_z1vwurH_Wv75CPsCymR76w</recordid><startdate>20220317</startdate><enddate>20220317</enddate><creator>Storm, Scott</creator><creator>Jones, Karis</creator><creator>Beck, Sarah W</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>7XB</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PHGZM</scope><scope>PHGZT</scope><scope>PKEHL</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope></search><sort><creationdate>20220317</creationdate><title>Designing interpretive communities toward justice: indexicality in classroom discourse</title><author>Storm, Scott ; Jones, Karis ; Beck, Sarah W</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c336t-b85161c9441e14851c4e65f4e21d3e9834e33c06a7a6bf9fdd50db27452a91ec3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Basic Skills</topic><topic>Classroom Communication</topic><topic>Classrooms</topic><topic>Coding</topic><topic>Cognitive Processes</topic><topic>Communities of Practice</topic><topic>Community</topic><topic>Community Relations</topic><topic>Critical Theory</topic><topic>Curricula</topic><topic>Design</topic><topic>Discourse Analysis</topic><topic>Elementary Secondary Education</topic><topic>English Curriculum</topic><topic>English Instruction</topic><topic>English language</topic><topic>Fan fiction</topic><topic>Feedback</topic><topic>Feedback (Response)</topic><topic>Feminism</topic><topic>Focus Groups</topic><topic>High School Students</topic><topic>Language Arts</topic><topic>Learning Processes</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Literary Criticism</topic><topic>Literary Devices</topic><topic>Literary studies</topic><topic>Literature Appreciation</topic><topic>Multimedia Materials</topic><topic>Music Theory</topic><topic>Participation</topic><topic>Popular Culture</topic><topic>Programming (Broadcast)</topic><topic>Public Schools</topic><topic>Reading Processes</topic><topic>Social justice</topic><topic>Student writing</topic><topic>Summative Evaluation</topic><topic>Teaching Methods</topic><topic>Text Structure</topic><topic>Units of Study</topic><topic>Writing Evaluation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Storm, Scott</creatorcontrib><creatorcontrib>Jones, Karis</creatorcontrib><creatorcontrib>Beck, Sarah W</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>ProQuest Central (New)</collection><collection>ProQuest One Academic (New)</collection><collection>ProQuest One Academic Middle East (New)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>English Teaching: Practice and Critique</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Storm, Scott</au><au>Jones, Karis</au><au>Beck, Sarah W</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1350922</ericid><atitle>Designing interpretive communities toward justice: indexicality in classroom discourse</atitle><jtitle>English Teaching: Practice and Critique</jtitle><date>2022-03-17</date><risdate>2022</risdate><volume>21</volume><issue>1</issue><spage>2</spage><epage>15</epage><pages>2-15</pages><issn>1175-8708</issn><issn>2059-5727</issn><eissn>1175-8708</eissn><abstract>Purpose
This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.
Design/methodology/approach
Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.
Findings
The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.
Originality/value
This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.</abstract><cop>Hamilton</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/ETPC-06-2021-0073</doi><tpages>14</tpages></addata></record> |
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| subjects | Basic Skills Classroom Communication Classrooms Coding Cognitive Processes Communities of Practice Community Community Relations Critical Theory Curricula Design Discourse Analysis Elementary Secondary Education English Curriculum English Instruction English language Fan fiction Feedback Feedback (Response) Feminism Focus Groups High School Students Language Arts Learning Processes Linguistics Literacy Literary Criticism Literary Devices Literary studies Literature Appreciation Multimedia Materials Music Theory Participation Popular Culture Programming (Broadcast) Public Schools Reading Processes Social justice Student writing Summative Evaluation Teaching Methods Text Structure Units of Study Writing Evaluation |
| title | Designing interpretive communities toward justice: indexicality in classroom discourse |
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