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Vibrant Response: Exploring Readers' Multimodal, Multigenre, and Multilingual Intra-Actions with Social Justice Texts

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Title: Vibrant Response: Exploring Readers' Multimodal, Multigenre, and Multilingual Intra-Actions with Social Justice Texts
Language: English
Authors: Grace Enriquez (ORCID 0000-0002-6556-4021), Virginia Simon (ORCID 0009-0007-3010-0263)
Source: Literacy Research: Theory, Method, and Practice. 2025 74(1):302-326.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Elementary School Students, Elementary School Teachers, Grade 5, Social Justice, Reader Text Relationship, Reader Response, Bilingual Students, Spanish, English, Bilingual Education, Learning Modalities
DOI: 10.1177/23813377251360680
ISSN: 2381-3369
2381-3377
Abstract: Reductive policies for teaching and defining reading largely ignore the assemblage of multiple factors and forces that impact one's engagement with text. In this paper, we attend to the complex layers of reader response among emergent multilingual elementary students while engaging with multiple modalities and genres of social justice texts. We examine reader response through critical translingual and posthumanist lenses, highlighting not just the assemblage of human-nonhuman-beyond-human bodies, but the dynamic relationship among its components. We argue that exploring this relationship allows us not just to observe students' response to texts, but also the challenges to linguistic normativities, intra-active agency, and vibrant becomings involved. By facilitating spaces for multimodal, multigenre, and multilingual reader response, educators can counter oppressive forms of pedagogy that limit what students, especially linguistically marginalized youth, are allowed to do when responding to texts and instead nurture literacies that increase possibilities for vibrancy in multilingual students' response to text.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486059
Database: ERIC
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  Data: Vibrant Response: Exploring Readers' Multimodal, Multigenre, and Multilingual Intra-Actions with Social Justice Texts
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  Data: <searchLink fieldCode="AR" term="%22Grace+Enriquez%22">Grace Enriquez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6556-4021">0000-0002-6556-4021</externalLink>)<br /><searchLink fieldCode="AR" term="%22Virginia+Simon%22">Virginia Simon</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3010-0263">0009-0007-3010-0263</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: 10.1177/23813377251360680
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  Data: Reductive policies for teaching and defining reading largely ignore the assemblage of multiple factors and forces that impact one's engagement with text. In this paper, we attend to the complex layers of reader response among emergent multilingual elementary students while engaging with multiple modalities and genres of social justice texts. We examine reader response through critical translingual and posthumanist lenses, highlighting not just the assemblage of human-nonhuman-beyond-human bodies, but the dynamic relationship among its components. We argue that exploring this relationship allows us not just to observe students' response to texts, but also the challenges to linguistic normativities, intra-active agency, and vibrant becomings involved. By facilitating spaces for multimodal, multigenre, and multilingual reader response, educators can counter oppressive forms of pedagogy that limit what students, especially linguistically marginalized youth, are allowed to do when responding to texts and instead nurture literacies that increase possibilities for vibrancy in multilingual students' response to text.
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