Composing as a Powerful 21st Century Author Advocating for Social Change
| dc.contributor.author | Lee, Richard | |
| dc.contributor.supervisor | Nahachewsky, James | |
| dc.date.accessioned | 2015-08-27T21:39:44Z | |
| dc.date.available | 2015-08-27T21:39:44Z | |
| dc.date.copyright | 2015 | en_US |
| dc.date.issued | 2015-08-27 | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | This project examines the organization, design and implementation of a middle years English Language Arts (ELA) unit entitled Composing as a Powerful 21st Century Author Advocating for Social Change informed by the author’s question: [H]ow can my students use spoken word poetry and digital media to be authentic writers in the 21st century to advocate for, and possibly create, social change? Chapter 1 introduces the project through a discussion of particular challenges and opportunities for literacy learners and teachers in our rapidly changing digital age. Considerations of personal and social challenges for adolescents are presented along with the need for engaging in digital composition in the classroom. Curricular connections are addressed leading to the guiding question for this project: What are the pedagogical challenges and opportunities in creating and supporting a writing program that articulates critical pedagogies and new literacies for the potential of students’ personal and social transformation? Chapter 2 defines the project’s two main frameworks – critical pedagogy and New Literacies – and examines recent literature regarding the implementation of each in diverse educational contexts. Chapter 3 presents a critical reflection on the unit’s six phases: (1) Exposure to and dialogue about social issues; (2) Inquiry into issues that require social transformation; (3) Learning spoken word poetry; (4) Digital video composition; (5) Performance night; and (6) Taking a stand. Together with these sections, an accompanying Unit Plan and student hand-outs created by the teacher and included as Appendices, are intended as a professional learning resource for educators who wish to explore the potential for creating social change through the composition and digital presentation of students’ spoken word poetry. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/6585 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | critical pedagogy | |
| dc.subject | New Literacies | |
| dc.subject | digital composition | |
| dc.subject | inquiry-based learning | |
| dc.subject | personalized learning | |
| dc.subject | spoken word poetry | |
| dc.subject | performative poetry | |
| dc.subject | critical literacy | |
| dc.subject | dialogic teaching | |
| dc.subject | dialogism | |
| dc.title | Composing as a Powerful 21st Century Author Advocating for Social Change | en_US |
| dc.type | project | en_US |