Learning through Play: Portraits, Photoshop, and Visual Literacy Practices

Autor/inn/en	Honeyford, Michelle A.; Boyd, Karen
Titel	Learning through Play: Portraits, Photoshop, and Visual Literacy Practices
Quelle	In: Journal of Adolescent & Adult Literacy, 59 (2015) 1, S.63-73 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.428
Schlagwörter	Play; After School Programs; Adolescents; Learner Engagement; Visual Literacy; Experiential Learning; Transfer of Training; Foreign Countries; Middle School Students; Canada + Suchen Sie Ihr Suchwort? Spiel; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Experiental learning; Erfahrungsorientiertes Lernen; Training; Transfer; Ausbildung; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kanada
Abstract	Play has a significant role in language and literacy learning. However, even when valued in schools, opportunities for play are limited beyond early childhood education. This study of an after-school program for adolescents looks closely at several forms of play that students engaged in to produce self-portraits. The study suggests that play and experimentation with visual texts, tools, spaces, peers, and materials contributed to students' engagement with complex visual literacy practices. Two important implications are discussed: (1) that learning through play is a participatory, inclusive approach to literacy that invites adolescent students, even those often reticent to take risks, to cultivate literacy practices and identities; and (2) that visual modes of literacy play and production enable an experiential understanding of academic literacy concepts adaptable to other modalities and contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01