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ABSTRACT
As the tools and modes of literate practice continually emerge, so too must our critical approaches to understanding their expression. While media production has been praised for its potential to provide youth a voice to challenge dominant narratives, various questions remain as to what happens at the multimodal levels of composition in terms of critical engagement. This study uses mediated discourse analysis to examine adolescent students’ use of multimodal resources for purposes of critical positioning in ways unique to the multimodal dimensions of composing radio and video documentaries. Research findings reveal students’ active use of multimodal resources to both draw audiences near as well as push them away for purposes of pleasure, analysis, and critique. Implications for research and teaching include attention to the movement of shifting social positions as critical social practice.
Acknowledgements
The author would like to thank the reviewers for their helpful feedback in the process of writing this article as well as the teachers and students who helped to make this work possible.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1 All names used are pseudonyms.
Additional information
Notes on contributors
Candance Doerr-Stevens
Candance Doerr-Stevens is an assistant professor of reading at the University of Wisconsin, Milwaukee, WI, USA, where she teaches courses on digital and disciplinary literacies. Her research focuses on the emergent literacy practices of digital media composition, in particular the rhetorical affordances and identity work of sound composition, digital storytelling, and documentary filmmaking.