This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, “In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?” We build upon interdisciplinary framings in literacy and social science research to advance new theoretical understandings of literary practices of remembrance, highlighting the public sharing of independently authored digital compositions across various audiences through song. We conceptualize youths, enacting literacy practices of remembrance, as demonstrating three socially situated stances of sharing: evoking a passed-on narrative complicating temporality and permanence, historicizing artistic cultural expression, and demonstrating mutual sharing and stewardship of loss. We argue that various communities supported youths’ meaning-making about loss, and we offer implications for teaching, research, and practice.

中文翻译：

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“我呼吸的空气”：作为记忆读写实践的歌曲创作

这项定性研究基于正在进行的课后识字和歌曲创作计划的数据，研究了 Noriah Rose 和 Koral 黑人少女的多元识字实践，以及她们在社会情境中对失落的意义建构和分享。具体来说，我们问，“年轻人在分享创意和艺术歌曲创作实践时，如何应对复杂的失去意义？” 我们以扫盲和社会科学研究的跨学科框架为基础，推进对文学纪念实践的新理论理解，强调通过歌曲​​在不同受众之间公开分享独立创作的数字作品。我们将青年概念化，制定记忆的识字实践，以展示三种基于社会情境的分享立场：唤起一种使时间性和永久性复杂化的传递叙事，将艺术文化表达历史化，并展示相互分享和管理损失。我们认为，各个社区都支持年轻人对损失的意义建构，并且我们为教学、研究和实践提供了启示。