Navigating and hybridizing interpretive claim-making across discursive communities.
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| Title: | Navigating and hybridizing interpretive claim-making across discursive communities. |
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| Authors: | Jones, Karis1 (AUTHOR) karis.jones@esc.edu, Storm, Scott2 (AUTHOR), Beck, Sarah W.3 (AUTHOR) |
| Source: | Pedagogies. Apr-Jun2025, Vol. 20 Issue 2, p303-321. 19p. |
| Subject Terms: | *High school students, *Literacy, Discursive practices, Intersubjectivity, Fans (Persons) |
| Abstract: | In order to better understand how the full range of students' semiotic resources may be marshalled for learning, we analyse the role of interpretive claim-making across fandom and disciplinary communities. Using a framework of syncretic literacies with a focus on navigation, we analyse data from a series of writing conferences in a U.S.-based, fandoms-themed English course serving diverse high school students. Our analysis attends to shifts in convergent and divergent intersubjectivity to trace students' navigation of interpretive practices as they talked with their peers and their instructor. Discursive claims emerged as an important tool functioning differently across these interactions. Specifically, the claim-making practices of one focal student demonstrate an emerging understanding of the distinctly different functions that claims serve as tools for navigating between, and hybridizing, discursive communities. Our findings highlight the importance of using discourse to analyse the presence of multiple or conflicting discursive practices, and designing learning environments in ways that support students' use of hybrid discursive tools. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185229038 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Navigating and hybridizing interpretive claim-making across discursive communities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jones%2C+Karis%22">Jones, Karis</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> karis.jones@esc.edu</i><br /><searchLink fieldCode="AR" term="%22Storm%2C+Scott%22">Storm, Scott</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Beck%2C+Sarah+W%2E%22">Beck, Sarah W.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogies%22">Pedagogies</searchLink>. Apr-Jun2025, Vol. 20 Issue 2, p303-321. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Discursive+practices%22">Discursive practices</searchLink><br /><searchLink fieldCode="DE" term="%22Intersubjectivity%22">Intersubjectivity</searchLink><br /><searchLink fieldCode="DE" term="%22Fans+%28Persons%29%22">Fans (Persons)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In order to better understand how the full range of students' semiotic resources may be marshalled for learning, we analyse the role of interpretive claim-making across fandom and disciplinary communities. Using a framework of syncretic literacies with a focus on navigation, we analyse data from a series of writing conferences in a U.S.-based, fandoms-themed English course serving diverse high school students. Our analysis attends to shifts in convergent and divergent intersubjectivity to trace students' navigation of interpretive practices as they talked with their peers and their instructor. Discursive claims emerged as an important tool functioning differently across these interactions. Specifically, the claim-making practices of one focal student demonstrate an emerging understanding of the distinctly different functions that claims serve as tools for navigating between, and hybridizing, discursive communities. Our findings highlight the importance of using discourse to analyse the presence of multiple or conflicting discursive practices, and designing learning environments in ways that support students' use of hybrid discursive tools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185229038 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1554480X.2024.2313980 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 303 Subjects: – SubjectFull: High school students Type: general – SubjectFull: Literacy Type: general – SubjectFull: Discursive practices Type: general – SubjectFull: Intersubjectivity Type: general – SubjectFull: Fans (Persons) Type: general Titles: – TitleFull: Navigating and hybridizing interpretive claim-making across discursive communities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jones, Karis – PersonEntity: Name: NameFull: Storm, Scott – PersonEntity: Name: NameFull: Beck, Sarah W. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1554480X Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: Pedagogies Type: main |
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