Black and Latina Girls' Compositions of Multimodal Community Journaling as Multimodal Artifactual Literacies about STEAM
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| Title: | Black and Latina Girls' Compositions of Multimodal Community Journaling as Multimodal Artifactual Literacies about STEAM |
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| Language: | English |
| Authors: | Tisha Lewis Ellison (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. 2025 69(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Art Education, STEM Education, Females, African Americans, Hispanic Americans, Diaries, Story Telling, Intermode Differences, Learning Modalities, Multimedia Instruction, Self Concept, Experience, Children, Adolescents, Workshops |
| DOI: | 10.1002/jaal.70012 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | This study explores Multimodal Community Journals (MCJs) as a collaborative visual storytelling, research, and community tool that empowers Black and Latina girls while fostering their engagement with Science, Technology, Engineering, Arts, and Mathematics (STEAM). Analyzing the multimodal texts created by the "Dig-A-Girls" and their community--integrating writing, drawing, and photography--this research examines how they express their identities, experiences, and perspectives in relation to STEAM. The MCJ served as a platform for participants to construct meaningful narratives, assert agency, challenge dominant narratives, and advocate for social justice. By centering multimodal pedagogies in STEAM education, this study highlights the importance of prioritizing the voices and lived experiences of underrepresented students. Ultimately, MCJs cultivate authentic self-expression, collaboration, and critical engagement, offering a transformative approach to STEAM learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474668 |
| Database: | ERIC |
| Abstract: | This study explores Multimodal Community Journals (MCJs) as a collaborative visual storytelling, research, and community tool that empowers Black and Latina girls while fostering their engagement with Science, Technology, Engineering, Arts, and Mathematics (STEAM). Analyzing the multimodal texts created by the "Dig-A-Girls" and their community--integrating writing, drawing, and photography--this research examines how they express their identities, experiences, and perspectives in relation to STEAM. The MCJ served as a platform for participants to construct meaningful narratives, assert agency, challenge dominant narratives, and advocate for social justice. By centering multimodal pedagogies in STEAM education, this study highlights the importance of prioritizing the voices and lived experiences of underrepresented students. Ultimately, MCJs cultivate authentic self-expression, collaboration, and critical engagement, offering a transformative approach to STEAM learning. |
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| ISSN: | 1081-3004 1936-2706 |
| DOI: | 10.1002/jaal.70012 |
