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San Jose State University From the SelectedWorks of Kristen Radsliff Rebmann 2009 Supporting youth boundary crossing: Intertextuality as a component of design for information and visual literacy Kristen Radsliff Rebmann (Clark), San Jose State University This work is licensed under a Creative Commons CC_BY International License. Available at: https://works.bepress.com/kristen_rebmann/ 12/

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Page 1: Supporting youth boundary crossing: Intertextuality as a

San Jose State UniversityFrom the SelectedWorks of Kristen Radsliff Rebmann

2009

Supporting youth boundarycrossing: Intertextuality as acomponent of design for informationand visual literacyKristen Radsliff Rebmann (Clark), San Jose State University

This work is licensed under a Creative Commons CC_BY International License.

Available at: https://works.bepress.com/kristen_rebmann/

12/

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Intertextuality, Kristen Radcliff Clark | Creative Commons: by-nc-nd /// 29

SUPPORTING YOUTH BOUNDARY CROSSING: INTERTEXTUALITY AS A COMPONENT OF DESIGN FOR INFORMATION AND VISUAL LITERACY

by�Kristen�Radcliff�Clark�

Introduction�

Informal� learning�environments� (ILEs)�such�as�public� libraries,�Boys�&�Girls�Clubs,�and�school�based�child�care�programs�provide�supervision�of�children�during�afterschool�hours.�They�are�said� to�per�form�important�community�functions�such�as�providing�a�safe,�pro�social�environment�for�their�child�participants.�In�their�1982�essay,�Patricia�M.�Greenfield�and�Jean�Lave�(Greenfield�&�Lave,�1982)�sug�gest�that,�(in�American�settings),�distinctions�between�formal�education�(FE)�and�informal�education�(IE)�may�be�based�on�dichotomies�associated�with�context,�responsibility,�intimacy,�curriculum,�con�tinuity,� mode� of� learning,� mode� of� instruction,� and� social� motivation.� Along� similar� lines,� Sylvia�Scribner�and�Michael�Cole�(Scribner�&�Cole,�1973)�draw�distinctions�between�informal�learning�and�literacy�and�those�competencies�acquired�in�school.�Each�of�these�authors�maintains�that�it�is�useful�to�talk�about�informal�learning�environments�as�contexts�separate�from�school�due�to�their�rich�po�tential� for� supporting� productive� and� transformative� learning.� In� addition� to� this� work� relating� to�informal� learning�environments,�a�body�of� research�concerned�with�new�conceptions�of� literacy�as�multi�modal,� culturally� situated� practices� has� emerged.� Attempts� to� infuse� learning� designs� with�popular�and�youth�cultures�have�gained�momentum�–�seeking�to�capture�the�potentiality�for�more�motivating� and� engaging� learning� contexts.� As� examples� of� this� line� of� inquiry,� the� new� literacies�work�developed�by�Leu,�Kinzer�and�their�extended�workgroup�(2004),�the�multiliteracies�pedagogical�framework�articulated�by�the�New�London�Group�(1996,�2000),�the�broadly�based�popular�literacies�work�from�Ann�Haas�Dyson�(1997,�2003),�and�research�in�digital�environments�from�David�Bucking�ham�(2003)�provide�a�rich�set�of�tools�to�think�about�learning�design�and�the�content�and�rationale�for�technology�integration�and�instruction�for�informal�learning�environments.�

Dyson’s�important�work�integrating�popular�stories�with�school�sanctioned�narratives�demonstrates�how�children�can�use�their�cultural�narratives�as�a�base�from�which�to�work�from�as�they�encounter�school�sanctioned�texts�and�diverse�lifeworlds.�Finders�(1997)�also�shows�how�girls’�private,�informal�literacy� practices� have� real� consequences� for� their� social� and� emotional� development.� In� each� of�these�cases,�the�author�calls�for�popular�texts�to�be�appropriated�by�classrooms�to�support�not�only�skills�acquisition�but�to�provide�spaces�where�dialog�and�critique�of�popular�narratives�can�play�out.�Most�afterschool�ILEs�incorporate�popular�culture�to�a�great�extent.�I�think�the�goal�achieved�by�Dy�son�was�the�successful�meshing�of�popular�and�adult�sanctioned�texts�through�reading,�writing,�art�work,�and�dramatic�play.�This�work�has�influenced�my�approach�to�learning�design�in�that�I�attempt�to�use�youth�cultures�(as�instantiated�in�popular�games,�play�practices,�and�texts�in�the�Fifth�Dimen�sion)�as�textual�gateways�to�new�practices�centered�around�media,�information,�and�computer�litera�cy.�In�this�paper�I�illustrate�how�popular�culture�texts�can�lead�to�engaging�and�transformative�prac�tice�when�infused�in�to�the�programming�of�an�afterschool�informal�learning�environment.�To�do�this�I�present�two�examples�of�activities�designed�to�leverage�intertextual�relationships�between�popular�and�educative�texts�and�practices�to�support�information�and�visual�literacy.�

Intertextuality�

As�a�concept,�intertextuality�emerged�from�semiotic�theory�(Kristeva,�1980)�to�describe�the�process�by�which�individuals�come�to�know�a�particular�text�through�their�prior�experiences�with�other�texts.�Jay�Lemke�(1998)�uses�the�concept�of�intertextuality�extensively�to�drive�home�the�point�that�litera�cies� are� “always� social:� we� learn� them� by� participating� in� social� relationships;� their� conventional�forms�evolved�historically�in�particular�societies;�the�meanings�we�make�with�them�always�tie�us�back�in� to� the� fabric�of�meanings�made�by�others� (Lemke,�1998,�p.2).”�The� idea� that� literacy� learning� is�most�effective�when�it�is�socially�situated�and�part�of�an�intertextual�chain�of�meanings�(relevant�to�

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students)�gives�researchers�concerned�with�literacies�in�ILEs�a�new�way�of�thinking�about�the�intro�duction�of�new�practices.�

A�Strategy�to�Support�Boundary�Crossing�

By�introducing�intertextuality�as�a�(learning)�design�element,�I�felt�I�could�use�popular�culture/youth�culture� narratives� to� initiate� intertextual� chains,� creating� new� linkages� between� popular� texts� and�adult�sanctioned�texts,�competencies,�and�ways�of�viewing�the�world.�In�this�way,�the�intertextuality�infused�designs�could�be�leveraged�as�a�means�of�helping�children�“cross�boundaries”�toward�prac�tices�related�to�new�literacies�and�movement�toward�mastery�of�existing�competencies.�This�notion�of�boundary�crossing�is�informed�by�concepts�developed�first�by�Susan�Leigh�Star�(Star,�1989;�Star�&�Griesemer,� 1989)� and� further� developed� by� Yrjo� Engeström� (Engeström� Y.� &� Kakkainen�M,� 1995),�Terttu�Tuomi�Gröhn�(Tuomi�Gröhn�&�Engeström,�2003),�and�Richard�Edwards�(Edwards,�2005).�Much�of�this�work�describes�the�processes�of�boundary�crossing�in�which�an�individual�moves�beyond�their�primary� sets� of� professional� practices� and� realms� of� expertise.� Along� similar� lines,� the� concept� of�boundary�objects�has�helped�to�articulate�the�ways�in�which�tools�and�artifacts�support�and�provide�infrastructures�for�such�“crossings�over”�between�different�communities�of�practice.�

Boundary�objects�are�those�objects�that�both�inhabit�several�communities�of�practice�and�satisfy�the�informational�requirements�of�each�of�them.�Boundary�objects�are�thus�both�plastic�enough�to�adapt�to�local�needs�and�constraints�of�the�several�parties�employing�them,�yet�robust�enough�to�maintain�a�common�identity�across�sites.�(Bowker�&�Star,�2000)� I�suggest�that�theories�of�boundary�crossing�and�boundary�objects�provide�powerful�means�of�conceptualizing�and�describing�the�uptake�of�tools�and�new�practices�among�child�participants.�Considerations�can�be�made�about�whether�an�activity�design�was�relevant�as�a�tool� to�support� learning�by� framing�the� issue� in� terms�of�whether�partici�pants�were�engaged�to�the�extent� that�they�tried�something�new�or�stretched�their�existing�reper�toires� of� practice.� Along� similar� lines,� Etienne� Wenger� (1998)� suggests� that� movement� between�communities�of�practice�is�oftentimes�mediated�by�brokers.�For�Wenger,�brokers�are�individuals�that�have�expertise�and� relationships� located� in�multiple�communities�of�practice�and�are�willing� to�ex�tend�practices�found�in�one�community�toward�individuals�relegated�to�a�different�sphere�of�exper�tise�and�participation.�

[Brokering]�…requires�the�ability� to� link�practices�by� facilitating� transactions�between�them,�and�to�cause� learning�by� introducing� into�a�practice�elements�of�another.�Toward�this�end,�brokering�pro�vides�a�participative�connection�–�not�because�reification�is�not�involved,�but�because�what�brokers�press� into�service�to�connect�practices� is�their�experience�of�multimembership�and�the�possibilities�for�negotiation�inherent�in�participation.�(Wenger,�1998,�109)�

Thus�the�goal�of�the�project�was�to�design�activities�mediated�by�specially�designed�artifacts�(inter�textual�taskcards�–�to�be�described�in�depth�later)�and�guided�by�adult�brokers�(researchers�and�ser�vice�learning�students)�to�support�boundary�crossing�by�the�children�toward�new�practices�associated�with�digital�production�and�information�and�visual�literacy.�In�the�section�that�follows,�I�will�highlight�the�setting�for�this�approach:�a�well�developed�afterschool�program,�the�Fifth�Dimension�(5D),�which�has�a�fairly�long�history�of�creating�contexts�for�children’s�access�and�meaningful�participation�in�ac�tivities�related�to�new�and�basic�literacies.�

Methodology�

Setting�for�the�Study�

The� Fifth�Dimension� Project,� begun� by�Michael� Cole� and� Peg�Griffin� in� 1987,� formed� a� university�community�collaboration�that�places�undergraduate�students�from�the�fields�of�Psychology,�Commu�nication,� and� Human� Development� in� an� afterschool� program�where� they� worked� as� field� ethno�graphers�conducting�qualitative�research�while�they�engaged� in�homework�help�and�educative�play�activities�with�K�6�child�participants.�An�experiment� in� informal� leaning�design,�Fifth�Dimension� re�search�has� influenced�and�drawn�on�work� informed�by�the�Design�Experiment�approach�initially� in�

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troduced�by�Ann�Brown�(1992).�Like�Brown�and�others�associated�with�design�experiment�research,�the�digital�storytelling�project�described�in�this�paper�supports�new�approaches�to�designing�instruc�tional�activities�while�contextualizing�interventions�within�localized�practices�and�contingencies.�

Ethnographic�Observations�

Adult,�undergraduate�participants�recorded�much�of�the�activity�as�it�enfolded�in�ethnographic�field�notes.�Undergraduates�(between�15�and�20)�attended�the�Fifth�Dimension�at�the�Fair�Hills�and�Polve�ra�Boys�and�Girls�Clubs� two�times�a�week�and�authored� fieldnotes�detailing� their�participation�and�interactions.�Educative�play�activities� taking�place�at� the�sites� included�participation� in:� (a)� console�and�pc�based�video�gaming,�(b)�art�projects,�(c)�board�games,�(d)�multimedia�production�projects,�(e)�web�based�information�seeking�and�(e)�web�design.�Hundreds�of�fieldnotes�were�collected�during�the�two�and�a�half�years�of�observation.�I�performed�coding�and�analyses�allowing�me�to�chart�and�cha�racterize�participation�in�various�activities�through�observations�made�by�adult,�undergraduate�par�ticipants�in�the�Fifth�Dimension.�

Child�Questionnaires�and�Interviews�

Prior� to�participation� in� the�Fifth�Dimension�sites,� children�completed�an�application� in�which� they�provided�biographical� information�(e.g.�name,�age,�gender,� favorite�movies/activities).�This�applica�tion�performed�an�instructional�function�in�that� it�organized�a�set�of�tasks�for�children�to�complete�with� their�undergraduate�buddy�which� introduced� them�to�activities� related� to�searching� the�web,�digital�photography,�manipulating�a�computer,�geography,�etc.�Children�were�interviewed�periodical�ly�concerning�their�web�design�and�video�production�projects.�The�digital�audio�recordings�of�these�interviews�provided�data�which� further� informed�my�understanding�of� how� social� transformations�were�articulated�through�participation�in�activities�integrating�technology,� information�seeking,�and�multimedia�production.�

Designworks��

Relevant�artifacts�for�analysis�included�disks�provided�to�children�(for�saving�desired�games,�webpag�es�in�progress,�photos,�artwork,�homework,�letters,�etc.),�handwritten�documents�and�artwork,�and�multimedia�production�projects�(e.g.�digital�stories).�Content�from�children’s�disks�was�uploaded�to�folders�on�a�server�at�the�end�of�each�week.�A�separate�folder�was�prepared�weekly�for�each�child.�The�weekly�children’s�folders�were�then�placed�in�an�aggregate�“cohort”�folder�to�render�a�complete�collection�for�each�week.�Artifacts�produced�in�the�Fifth�Dimension�provide�additional�evidence�that�children�engaged�in�particular�activities�such�as�reading,�writing,�media�production,�and�web�design�during� a� particular� timeframe.� Because� the� Fifth�Dimension� provides� such� a� rich� source� of� ethno�graphic� observations,� child� questionnaires,� and� examples� of� designworks� to� communicate� these�ideas,� the� research� design� allowed� for� triangulation� between� data� collected� from� observations� of�children� inscribed� in� fieldnotes,� statements� children� made� about� themselves� (in� applications� and�interviews),�and�designworks�created�by�children�as�part�of�their�participation�in�the�learning�designs�that�were�part�and�parcel�of�this�study.�

Intertextual�Designs�in�Action�

In�the�sections�that�follow�I�highlight�two�cases�which�demonstrate�how�intertextual�gateways�were�infused�in�to�the�design�of�activities�for�children�in�an�afterschool�learning�environment.�The�concept�of� intertextuality�was� applied� to� the� design� of� an� organizing� activity� already� common� to� the� Fifth�Dimension:�the�taskcard.�For�the�remainder�of�this�chapter,�I�highlight�two�approaches�I�took�in�de�veloping�new� taskcards� for� the� Fifth�Dimension.� First,� using� video�games�as� gateways� to� exploring�web�based�searching�and�digital�production,�and�second,�using�holiday�activities�to�build�visual�litera�cies.�Over�multiple� ten�week�periods,�our� research�sites�at� the�Fair�Hills�and�Polvera�Boys’�&�Girls’�Club�introduced�one�or�two�new�taskcards�every�day.�As�mentioned�previously,�the�taskcard�designs�incorporated�Kristeva’s�notion�of�intertextuality�in�that�youth�cultures�were�understood�as�texts�that�

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one�domain�to�another�and�support�learning.”�It�is�in�this�same�spirit�that�we�ventured�to�design�a�set�of�activities�that�would�act�as�boundary�objects�to�support�children’s�participation�in�new�practices�associated� with� information,� visual,� and� other�multiliteracies.� Afterschool� programs� are� ideally� si�tuated�to�pave�the�way�toward�creating�programming�inhabited�by�educative�and�engaging�practices�due�to�their�flexibility�and,�in�this�case,�strong�partnerships�with�other�community�organizations.�One�of�the�greatest�challenges�involving�program�design�involves�devising�a�way�to�design�activities�that�are�both�intellectually�enriching�and�engaging.�Activities�that�leverage�children’s�interests�and�youth�cultures� represent� one� approach� to� developing� meaningful� and� transformative� programming� for�children�participating�in�afterschool�programs.�As�evidenced�by�the�experiences�of�Skyler,�Veronica,�Jackie,�Auggie,�and�Bran,�when�children’s�goals�can�coexist�and�enrich�those�of�designers,� interven�tion�design�for�youth�participants�is�at�its�most�relevant.��

Acknowledgments�

I�want�to�thank�Michael�Cole�and�my�colleagues�at�the�Laboratory�of�Comparative�Human�Cognition�at�the�University�of�California,�San�Diego�for�the�continued�support�of�my�work.��

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