Archival Encounters via Podcasts: Diversity and Voice in Practice
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| Title: | Archival Encounters via Podcasts: Diversity and Voice in Practice |
|---|---|
| Language: | English |
| Authors: | Donna E. Alvermann, Ahra Cho, Madison Gannon, Jackie Mondi, Mirjana Obradovic, Amy Pulliam, Fang Qi, Serena Readhead, William Terrell Wright, Eun Young Yeom |
| Source: | English Education. 2022 54(2):128-147. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English Teachers, Language Arts, Digital Literacy, Electronic Publishing, Audio Equipment, Information Dissemination, Archives, Teaching Methods, Academic Libraries, COVID-19, Pandemics, Graduate Students, Masters Programs, Teacher Education, Online Courses, Student Attitudes, Professional Identity, Self Concept, Teacher Attitudes |
| Geographic Terms: | Georgia |
| DOI: | 10.58680/ee202231754 |
| ISSN: | 0007-8204 1943-2216 |
| Abstract: | This study reveals the affordances and limitations of introducing a new instructional framework--archival-based pedagogy--into a digital literacies course for English language arts educators in the fall of 2020 in the midst of COVID-19. Its purpose was to document how seven students in the course went about choosing archival content for the podcasts they created as part of their final project. The conceptual framework of artifactual critical literacy guided the study's methodology, analysis, and interpretation of the participants' descriptions of how the archival artifacts they selected became centerpieces in their podcasts and reflected their personal and/or professional identities. Findings from the study are presented through the seven participants' narrative reflections, created during the spring of 2021. Implications are discussed for furthering archival-based pedagogy as a curricular alternative to traditional online teaching and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504947 |
| Database: | ERIC |
| Abstract: | This study reveals the affordances and limitations of introducing a new instructional framework--archival-based pedagogy--into a digital literacies course for English language arts educators in the fall of 2020 in the midst of COVID-19. Its purpose was to document how seven students in the course went about choosing archival content for the podcasts they created as part of their final project. The conceptual framework of artifactual critical literacy guided the study's methodology, analysis, and interpretation of the participants' descriptions of how the archival artifacts they selected became centerpieces in their podcasts and reflected their personal and/or professional identities. Findings from the study are presented through the seven participants' narrative reflections, created during the spring of 2021. Implications are discussed for furthering archival-based pedagogy as a curricular alternative to traditional online teaching and learning. |
|---|---|
| ISSN: | 0007-8204 1943-2216 |
| DOI: | 10.58680/ee202231754 |
