Navigating 'Difficult Knowledge' in Digital Stories: Teacher Agency, Transmediation and Translanguaging Approaches
Saved in:
| Title: | Navigating 'Difficult Knowledge' in Digital Stories: Teacher Agency, Transmediation and Translanguaging Approaches |
|---|---|
| Language: | English |
| Authors: | Liam Doherty, Bonny Norton |
| Source: | Journal of Language and Literacy Education. 2025 21(1). |
| Availability: | Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Story Telling, Electronic Learning, Code Switching (Language), Social Differences, Instructional Materials, Inclusion, Classroom Environment, Perspective Taking, Teaching Methods, Controversial Issues (Course Content) |
| ISSN: | 1559-9035 |
| Abstract: | This article examines how teachers can navigate "difficult knowledge" embedded within digital stories, particularly those sourced from openly licensed literacy platforms. These platforms offer a rich tapestry of narratives reflecting diverse cultural contexts and experiences, but may also present challenging themes that require sensitive pedagogical approaches. Drawing on case studies and teacher reflections, the article explores how teachers can leverage their agentive identities to address these challenges creatively within the contexts of constraining institutional structures. Through analysis of several example stories that address issues such as social exclusion and difference, we demonstrate how teachers can use these freely-available materials to facilitate critical discussions about complex sociocultural themes. The study highlights the importance of scaffolding student learning, promoting inclusive classroom environments, and empowering students to engage with diverse perspectives in a meaningful way. Ultimately, this research suggests that open educational resources, when thoughtfully integrated into pedagogical practices using transmediation, translanguaging, and other approaches, can offer valuable opportunities for teachers to foster agency in both themselves and their students as they grapple with "difficult knowledge" together. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474043 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1474043 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1474043 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Navigating 'Difficult Knowledge' in Digital Stories: Teacher Agency, Transmediation and Translanguaging Approaches – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Liam+Doherty%22">Liam Doherty</searchLink><br /><searchLink fieldCode="AR" term="%22Bonny+Norton%22">Bonny Norton</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Language+and+Literacy+Education%22"><i>Journal of Language and Literacy Education</i></searchLink>. 2025 21(1). – Name: Avail Label: Availability Group: Avail Data: Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Controversial+Issues+%28Course+Content%29%22">Controversial Issues (Course Content)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1559-9035 – Name: Abstract Label: Abstract Group: Ab Data: This article examines how teachers can navigate "difficult knowledge" embedded within digital stories, particularly those sourced from openly licensed literacy platforms. These platforms offer a rich tapestry of narratives reflecting diverse cultural contexts and experiences, but may also present challenging themes that require sensitive pedagogical approaches. Drawing on case studies and teacher reflections, the article explores how teachers can leverage their agentive identities to address these challenges creatively within the contexts of constraining institutional structures. Through analysis of several example stories that address issues such as social exclusion and difference, we demonstrate how teachers can use these freely-available materials to facilitate critical discussions about complex sociocultural themes. The study highlights the importance of scaffolding student learning, promoting inclusive classroom environments, and empowering students to engage with diverse perspectives in a meaningful way. Ultimately, this research suggests that open educational resources, when thoughtfully integrated into pedagogical practices using transmediation, translanguaging, and other approaches, can offer valuable opportunities for teachers to foster agency in both themselves and their students as they grapple with "difficult knowledge" together. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1474043 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1474043 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 Subjects: – SubjectFull: Story Telling Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Code Switching (Language) Type: general – SubjectFull: Social Differences Type: general – SubjectFull: Instructional Materials Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Classroom Environment Type: general – SubjectFull: Perspective Taking Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Controversial Issues (Course Content) Type: general Titles: – TitleFull: Navigating 'Difficult Knowledge' in Digital Stories: Teacher Agency, Transmediation and Translanguaging Approaches Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Liam Doherty – PersonEntity: Name: NameFull: Bonny Norton IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1559-9035 Numbering: – Type: volume Value: 21 – Type: issue Value: 1 Titles: – TitleFull: Journal of Language and Literacy Education Type: main |
| ResultId | 1 |
