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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
Language: English
Authors: Tisha Lewis Ellison (ORCID 0000-0003-0754-2294), Tairan Qiu (ORCID 0000-0001-7761-0438), Brad Robinson (ORCID 0000-0002-2983-0206)
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
FullText Text:
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  Data: Black and Latina Girls' Compositions of Multimodal Community Journaling as Multimodal Artifactual Literacies about STEAM
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  Data: <searchLink fieldCode="AR" term="%22Tisha+Lewis+Ellison%22">Tisha Lewis Ellison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0754-2294">0000-0003-0754-2294</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tairan+Qiu%22">Tairan Qiu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7761-0438">0000-0001-7761-0438</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brad+Robinson%22">Brad Robinson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2983-0206">0000-0002-2983-0206</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2025 69(1).
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  Data: 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
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  Data: 10.1002/jaal.70012
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  Data: 1081-3004<br />1936-2706
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2025
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      – Text: English
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        PageCount: 10
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      – SubjectFull: Art Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Females
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      – SubjectFull: African Americans
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      – SubjectFull: Hispanic Americans
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      – SubjectFull: Story Telling
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      – SubjectFull: Intermode Differences
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      – SubjectFull: Learning Modalities
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      – SubjectFull: Multimedia Instruction
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      – SubjectFull: Self Concept
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      – SubjectFull: Experience
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      – SubjectFull: Adolescents
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      – SubjectFull: Workshops
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      – TitleFull: Black and Latina Girls' Compositions of Multimodal Community Journaling as Multimodal Artifactual Literacies about STEAM
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