Abstract

In this article, we present findings of a research study centered around a 10-week digital production workshop developed specifically for families in an urban school board, a population rich with culturally diverse immigrant families and English language learners (ELLs). The aim of this research was to support parents/guardians in an urban community in their development of a practical, hands-on understanding of twenty-first century literacies, using a ‘production pedagogy’ framework that emphasizes learner agency. We sought to critically reflect, alongside parents/guardians, on how new media and new literacies are being utilized in schools today, and to provide models, tools and practices for parents/guardians and their children to enact digital competences together, specifically, through the production of a short digital story.

摘要

在本文中，我们将围绕一个为期10周的数字化生产讲习班介绍一项研究研究结果，该讲习班是专门为城市学校董事会中的家庭而开发的，这些人是具有丰富文化背景的移民家庭和英语学习者（ELL）。这项研究的目的是通过强调学习者代理能力的“生产教学法”框架，支持城市社区的父母/监护人对二十一世纪文学知识进行实践性的动手理解。我们试图与父母/监护人一起批判性地反思当今学校如何利用新媒体和新文化，并为父母/监护人及其子女提供模型，工具和做法，以共同制定数字能力，特别是通过制作简短的数字故事。