Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education

Mary Frances Buckley-Marudas; Sarah R. Hobson; Kathleen Riley

doi:10.1080/1547688X.2016.1144118

Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education

Mary Frances Buckley-Marudas
, Sarah R. Hobson
, Kathleen Riley

State University of New York at Cortland
West Chester University of Pennsylvania

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	The New Educator
Volume	13
DOIs	https://doi.org/10.1080/1547688X.2016.1144118
State	Published - Oct 2 2017

Disciplines

Sociology
Curriculum and Instruction

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10.1080/1547688X.2016.1144118License: Unspecified

Cite this

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title = "Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education",

author = "Buckley-Marudas, \{Mary Frances\} and Hobson, \{Sarah R.\} and Kathleen Riley",

note = "This inquiry into a course on adolescent literacy education uses a case-study and descriptive review analysis to understand how multimodal spaces engage preservice and in-service teachers' sense making around concepts of race, language, and culture. Drawing on critical feminist and practitioner inquiry frameworks, this article presents what a teaching team learned when designing, enacting, and reflecting on efforts to engage students in hard talk.",

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JO - The New Educator

JF - The New Educator

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Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education

Disciplines

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