White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

"We're superhuman, we just can't spell." Using the affordances of an online social network to motivate learning through literacy in dyslexic sixth-form students.

Barden, Owen (2011) "We're superhuman, we just can't spell." Using the affordances of an online social network to motivate learning through literacy in dyslexic sixth-form students. EdD thesis, University of Sheffield.

[img] Text (Appendix F: Student-produced video. "Scrabble was invented by Nazi's to piss of kids with dyslexia")
watch?v=1WA7ddfKp3E
Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (86Kb)
[img]
Preview
Text
Barden,_Owen.pdf
Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (2174Kb)

Abstract

This is a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students' scaffolded research into dyslexia, the study examines the educational affordances of a digitally-mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods including participant-observation, interviews, video, dynamic screen capture and protocol analysis. This range of methods helped to capture much of the depth and complexity of the students' online and offline interactions with each other and with Facebook as they contributed to the group and co-constructed their Facebook page. The philosophy and concepts of the New Literacy Studies and multimodality (Cope & Kalantzis, 2000; Kress & van Leeuwen, 1996, Kress 2010), and rigorous qualitative analytical procedures are used to construct a substantive grounded theory (Charmaz, 2006) of the students' engagement with the social network and hence its educational potential. The study assesses the students' motivation to learn through literacy, the role of identities, and considers the pedagogical principles their use of the network evokes. It concludes that Facebook offers an affinity space which engages the students in active, critical learning about and through literacy (Gee, 2004 & 2007). Little if any research has apparently been documented on the potential of digital media to engage and motivate dyslexic students, nor to integrate models of dyslexia, radical perspectives on literacy and social models of disability (Herrington & Hunter-Carsch, 2001). This study begins to address this oversight and imbalance.

Item Type: Thesis (EdD)
Keywords: literacy, digital literacy, dyslexia, new literacy, multimodality, Facebook, sixth form, methodology, adolescence, identity, social networking, grounded theory, pedagogy
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Dr Owen Barden
Date Deposited: 09 Dec 2011 15:59
Last Modified: 08 Aug 2013 08:47
URI: http://etheses.whiterose.ac.uk/id/eprint/1953

Actions (repository staff only: login required)