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Exploring the ideological mediation of an out-of-school digital storytelling workshop
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Paper presented at the American Educational Research Association (AERA) Annual Meeting, Denver, Colorado, 30 April to 4 May 2010
This paper explores a post-empowerment view of designing for learning by
examining how our participation as researchers and facilitators in an out-of-school digital storytelling workshop with a Singapore community center was mediated by theoretical ideals, local needs, and ideological definitions of learning and participation. The analysis we present unpacks emerging and overarching “facts” about what learning and authorship are and who is
authorized to define them with implications for navigating competing ideologies of literacy, text, learning, and access when designing for literacy learning.
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