Education remix: New media, literacies, and the emerging digital geographies

This article explores instances of youth educating themselves beyond the boundaries of school through engagement with and production of “digital geographies,” or the emerging landscapes that are being produced through the confluence of new communicative practices and available media and technologies. A framework of digital geographies, which is grounded in theories of spatiality, literacies, and multimodality, is used to analyze the social media practices and multimedia artifacts produced by two court-involved youth, who are part of an ongoing, multi-year ethnography of an alternative to incarceration program. Attention to digital geographies, and attendant communicative practices, can yield important insights about education beyond the school walls. The conclusion addresses the implications of this research for meaningful educational contexts for adolescents’ literacies and how learning might be conceptualized and designed within school

Literacies in a participatory, multimodal world: the arts and aesthetics of Web 2.0 DOI - 10.5752/P.2358-3428.2013v17n32p137

In this article, a multimodal framework of literacies is engaged to call attention to the aesthetic aspects of adolescents’ media making and identity explorations. Data from two studies are shared to offer complementary portraits of youth engaged with various technologies and media in two different out-ofschool settings. Both young men crafted forms of participation into their respective teaching and learning contexts through personal engagements with digital technologies that are becoming increasingly common features in adolescents’ communicative landscapes. Meaning is found, therefore, in the nature of the young men’s playful interactions with a variety of expressive modalities and not only in final compositions or texts.Recommendations to incorporate media play and personal explorations with technologies into language arts curricula are made in the conclusion.Keywords: Multimodality. Adolescents. Media. Play. Aesthetics.</p

Telling different stories differently: The possibilities of (counter)storytelling with African -American adolescent boys

In this study I describe multimodal (counter) storytelling as a practice of textual construction and discursive enactment, a hybrid third space to look differently at literacies. Currently, the learning and literacy experiences of urban African American male adolescents are usually studied within the context of schools and often under the veil of expected deficit; much of this research is quantitative and narrowly focuses on the relationships between adolescents, delinquency, and education. This dissertation is located against and beyond these discourses, and is framed by Critical Race Theory and New Literacy Studies. I explore youths\u27 stories as sources of knowledge about how literacies are situated in their lives. Questions of whose stories are heard and silenced are woven throughout this dissertation that details the story-making experiences that five African American adolescent boys and I co-constructed over the course of a fifteen month, multi-sited ethnographic study. These experiences occurred within the context of our multilayered story of how we came to make a place for ourselves through and for our engagements with literacies. I build on the recent empirical work in literacy research that presents new points of inquiry into the literacies in the lives of urban youth. In this I engaged multiple modalities to explore the hybrid terrain of the boys\u27 literacies. In doing so, we co-constructed a space for contesting, (re)imagining and reclaiming the discourses that purport to hold knowledge about the literate lives of African American boys. I engaged a range of visual and multimodal data in my analysis of our space, the nature of knowing, and the social practices of play in which literacies were situated. Two main conclusions emerge from this study: technologies have social affordances for a creating and researching a literacy context; and adolescents\u27 play and subjectivities are salient in their multimodal, discursive representations. This study contributes to the field of literacy studies by describing the possibilities for literate engagements that are constructed in a hybrid third space when youth, and particularly African American boys, are engaged in the textual practice and discursive enactment of telling different stories differently.* *This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: QuickTime; Windows MediaPlayer or RealPlayer

Literacies in a participatory, multimodal world: the arts and aesthetics of Web 2.0

In this article, a multimodal framework of literacies is engaged to call attention to the aesthetic aspects of adolescents’ media making and identity explorations. Data from two studies are shared to offer complementary portraits of youth engaged with various technologies and media in two different out-ofschool settings. Both young men crafted forms of participation into their respective teaching and learning contexts through personal engagements with digital technologies that are becoming increasingly common features in adolescents’ communicative landscapes. Meaning is found, therefore, in the nature of the young men’s playful interactions with a variety of expressive modalities and not only in final compositions or texts.Recommendations to incorporate media play and personal explorations with technologies into language arts curricula are made in the conclusion.

Telling different stories differently: The possibilities of (counter)storytelling with African -American adolescent boys

In this study I describe multimodal (counter) storytelling as a practice of textual construction and discursive enactment, a hybrid third space to look differently at literacies. Currently, the learning and literacy experiences of urban African American male adolescents are usually studied within the context of schools and often under the veil of expected deficit; much of this research is quantitative and narrowly focuses on the relationships between adolescents, delinquency, and education. This dissertation is located against and beyond these discourses, and is framed by Critical Race Theory and New Literacy Studies. I explore youths\u27 stories as sources of knowledge about how literacies are situated in their lives. Questions of whose stories are heard and silenced are woven throughout this dissertation that details the story-making experiences that five African American adolescent boys and I co-constructed over the course of a fifteen month, multi-sited ethnographic study. These experiences occurred within the context of our multilayered story of how we came to make a place for ourselves through and for our engagements with literacies. I build on the recent empirical work in literacy research that presents new points of inquiry into the literacies in the lives of urban youth. In this I engaged multiple modalities to explore the hybrid terrain of the boys\u27 literacies. In doing so, we co-constructed a space for contesting, (re)imagining and reclaiming the discourses that purport to hold knowledge about the literate lives of African American boys. I engaged a range of visual and multimodal data in my analysis of our space, the nature of knowing, and the social practices of play in which literacies were situated. Two main conclusions emerge from this study: technologies have social affordances for a creating and researching a literacy context; and adolescents\u27 play and subjectivities are salient in their multimodal, discursive representations. This study contributes to the field of literacy studies by describing the possibilities for literate engagements that are constructed in a hybrid third space when youth, and particularly African American boys, are engaged in the textual practice and discursive enactment of telling different stories differently.* *This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: QuickTime; Windows MediaPlayer or RealPlayer

Editorial multimodality and society

This issue, the first of volume 4, marks the start of Multimodality &amp; Society’s fourth year and provides a good moment to look across the past 3 years to review and reflect on the journal’s contribution to multimodality. Multimodality &amp; Society aims to consolidate and advance multimodal theory, methodologies, and empirical understanding of interaction and communication. This editorial considers the collective contribution of the 12 issues published to date and points to how the journal can continue to push the boundaries of multimodality forward. We highlight the significance of the journal’s expansion of multimodal formats, and several directions embedded in the journal scope which we have advanced

The thromboprotective effect of traditional Chinese medicine Tongji 2 granules is dependent on anti-inflammatory activity by suppression of NF-κB pathways.

Inflammation is a vital physiological response of the immune system meant to protect against the invasion of pathogens. However, accumulating evidence describes an intimate link between inflammation and thrombosis and cellular elements of the immune system of the immune system such as neutrophils and monocytes/macrophages are emerging as key players in the generation of a prothrombotic milieu suggesting that anti-inflammatory therapy may have a role in the management of thrombosis that is driven by inflammation. Tongji 2 (TJ2) is a traditional Chinese medication manufactured as granules by Tongji hospital of Tongji University (Shanghai, China) with known anti-inflammatory properties. In this study, we examine the effects of TJ2 on inflammation and thrombosis. Our study shows that TJ2 modulates NF-κB activation and thus generates a prominent anti-inflammatory effect. Further, we use mouse models of thrombosis to demonstrate that TJ2 has a beneficial effect in both arterial and venous thrombosis that occurs in the absence of alterations in platelet activation or coagulation