Baer, P., Evis, S., Gallagher, B. T., Hicks, B.L., Simon, R. & Walkland, T. (2018). Exploring gender through digital composition. English Journal, 107.3 (January), 39-46.
In an attempt to merge digital composition with social justice issues in literature, our authors invited a group of grade 8 students to read a particular text (Beautiful Music), and create a digital composition. In this article, the authors and a group of educators examine, “pedagogical, technological, and relational structures” that connect students to a learning process. Educators use a program called photovoice to create a digital composition using poetry, images and sound about a text that addressed gender stereotypes and transgender youth. The photovoice platform is used as a way to engage students in political topics as well critically examine literature. The implications of this project showed creative and thoughtful examinations of a topic with little exposure beforehand, and a platform for students to express perspective in a creative way.
Quotable Quotes
“Whereas Beautiful Music is a teen problem novel structured around a binary approach to gender transition, photovoice projects allowed students to express their evolving understandings of their own and others’ gendered identities in nuanced and subtle ways” (p.2).
“‘Students need more than words to learn” (p.2).
“We have come to think of students photovoice project as a kind of ‘literacy performance’ (Blackburn), which has the potential to both reinforce and destabilize the values constructed through reading and writing” (p.3).
“This suggests how an inquiry stance (Cochran-Smith and Lytle) that specifically encourages change, fluidity, and not-knowing, can provide a framework for everyone involved to learn something…we truly didn’t know” (p.7).
“These examples also suggest that photovoice as a genre alongside a pedagogical approach that welcomes change and diversity is particularly helpful within a current political moment”(p.8).
Notable Notes
Student projects were described in detail, including the various techniques different groups used. For example, one pair of students used what they called, “The Circuit” (similar to Prezi) and they composed with images and sound to make a role playing game about gender. A second pair used humor to “undercut, resist and complicate words being spoken.”
Despite the detailed descriptions of the students’ work and the implications regarding student engagement, I didn’t feel like I had a grasp on what photovoice is or how it works after reading this. This may require further research. I love the idea, but I still can’t picture exactly what it does.
OWI Principle Addressed
OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment.
Even though students were creating a digital composition through photos, they were still able to capture the main themes of the text and the nuances throughout, without losing sight of the major lessons. A new pedagogy was explored here, allowing students to be thoughtful and creative.
Teaching ELA Online 