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Volume 56, Issue 3
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

This paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month-long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.

© 2020 by the National Council of Teachers of English
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/content/journals/10.58680/rte202231637
2022-02-15
2025-03-19
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/content/journals/10.58680/rte202231637
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Generating New Narratives: Examining Youths’ Multiliteracies Practices in Youth Participatory Action Research
Research in the Teaching of English 56, 245 (2022); https://doi.org/10.58680/rte202231637
/content/journals/10.58680/rte202231637
/content/journals/10.58680/rte202231637
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