Musicking as literacy: possibilities and pragmatisms for literacies learning

Riddle, Stewart (2014) Musicking as literacy: possibilities and pragmatisms for literacies learning. In: Literacy in the Arts: Retheorising Learning and Teaching. Springer International Publishing, Switzerland, pp. 235-249. ISBN 978-3-319-04845-1

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Abstract

Much work has been done in opening up the field of literacy learning through the work of the New Literacy Studies movement, Multiliteracies Pedagogy and Multiple Literacies Theory, although the potential of music as a particular human artistic, aesthetic, social and emotional experience in connecting young people to their literacy learning is still relatively unmapped. This chapter will present some potential possibilities and pragmatisms for literacy learning, arising from a study that sought to map connections between music, literacy learning and the lives of teenagers. Theoretically and methodologically informed by narrative inquiry and poststructuralist thinking, in particular the work of Gilles Deleuze, the study investigated how literacy links to music in the lifeworlds of young people in an attempt to trouble presupposed distinctions between literacy and music.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published Version restricted in accordance with publisher copyright policy (Springer International, Switzerland)
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 25 Oct 2014 21:54
Last Modified: 08 May 2017 06:36
Uncontrolled Keywords: music, literacy, musicking, literacies learning, Deleuze
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI: 10.1007/978-3-319-04846-8_14
URI: http://eprints.usq.edu.au/id/eprint/24043

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