{"id":340,"date":"2017-12-21T11:18:34","date_gmt":"2017-12-21T11:18:34","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/literacy-research-centre\/?page_id=340"},"modified":"2017-12-21T11:20:57","modified_gmt":"2017-12-21T11:20:57","slug":"2016-17","status":"publish","type":"page","link":"http:\/\/wp.lancs.ac.uk\/literacy-research-centre\/past_archive\/discussion-group\/2016-17\/","title":{"rendered":"2016\/17"},"content":{"rendered":"

____________________________________________________________________________________________________<\/p>\n

Summer 2017<\/strong>
\n<\/strong><\/p>\n\n\n\n\n\n\n\n\n
Date & location<\/td>\nSpeaker(s) & Affiliation<\/td>\n\u00a0Title and abstract<\/td>\n<\/tr>\n
16 May 2017, County Main, SR 2<\/td>\nGiovanna Battiston, Sheffield Hallam University<\/td>\n\n

The lived literacy experiences of practising marketers in the workplace<\/span><\/strong><\/p>\n

My doctoral research takes a New Literacy Studies perspective to exploring the lived experiences of a team of marketing practitioners working in a UK higher education context. I examine how the research participants use literacy practices to construct and manage relationships with others both inside and outside of the organisation.<\/p>\n

My interest in exploring marketing practitioners as a discourse community arises from the responsibility they have within an organisation to use writing to initiate, transmit and manage messages around products and services, but that in doing so in today’s global knowledge economy they can experience cultural, geographic and time-bounded challenges in interacting with diverse stakeholder groups through a broad choice of traditional and digital channels.<\/p>\n

The aim of the study is to increase awareness of the literacy needs of practising marketers and help educators to consider interventions that can both prepare people to enter the profession and support situated learning.<\/td>\n<\/tr>\n

POSTPONED to autumn 2017; 23 May 2017, County South, C89<\/td>\nJohnny Unger and George Green, Lancaster University<\/td>\nCreative writing practices and national identity construction<\/strong><\/p>\n

How people talk and write about national identity, as well as national narratives and myths, has long been a focus of critical discourse studies (e.g. in the work of Wodak, van Leeuwen and others). At the same time, the role of national identity in creative fiction has generated a huge amount of scholarship, not least in the context of globalised, post-colonial world (e.g. following Spivak’s seminal work in this area). The former body of work, largely associated with linguistics, has primarily focussed on detailed analysis of linguistic\/discursive strategies in elite texts (political speeches, media texts) but has also incorporated voices “from below” via focus groups with ordinary people. It has however not generally dealt with creative texts. The work from a cultural studies\/literary perspective, on the other hand, has tended to identify broader themes relating to national identity and has made explicit links to the biography and lived experience of authors and also the subjects of fiction.<\/p>\n

What has been left relatively unexplored, however, are the practices of writers themselves in including indicators of national identity in their writing. In this LRDG talk we will show how we are attempting to address this gap, and will present some initial results from an investigation into the practices of student creative writers in the UK and Lithuania. We will introduce the multi-level methodology we have developed in our initial study, which comprised asking participants to carry out a rewriting task and written reflection and then take part in a focus-group. The data generated at each stage are analysed for specific linguistic\/discursive phenomena used to construct national identity and to locate a story in a particular place and imbue it with “nation-ness”. The outcome is not only a greater understanding of how exactly national identity is handled by writers, but also how creative writing learning and teaching practices can be adapted as a result.<\/td>\n<\/tr>\n

6 June 2017, County South, B89<\/td>\nRachel B\u00e9lisle, Universit\u00e9 de Sherbrooke<\/td>\nRelationship with writing: a francophone notion?<\/strong><\/p>\n

In the adult education field in Qu\u00e9bec, the notion of \u2018relationship with writing\u2019 or \u2018relationship with literacy\u2019 (rapport \u00e0 l\u2019\u00e9crit<\/em>) takes its origin from two French authors: Besse (1995), who studies adult literacy along three dimensions (affective, cognitive and social) of the appropriation of writing (appropriation de l\u2019\u00e9crit<\/em>), and Charlot (1997) who studies relationship with knowledge from the \u2018sociology of the subject\u2019 perspective. Rapport \u00e0 <\/em>is sometimes translated by \u2018attitudes to\u2019 or \u2018relation to\u2019, as well as \u2018relationship with\u2019. Relationship with writing can be defined as a person\u2019s set of relations with writing, object and mode of inscription in the world, structuring thinking, communication and expression (B\u00e9lisle, 2006). Based on the results of different empirical studies in non-formal or formal education in Qu\u00e9bec (B\u00e9lisle, 2003; B\u00e9lisle & Cardinal-Picard, 2012; B\u00e9lisle & Rioux, 2016; Cardinal-Picard, 2010; Th\u00e9riault & B\u00e9lisle, 2012), this presentation will explore the interest and value of this notion for literacy studies.<\/p>\n

B\u00e9lisle, R. (2003). Pluralit\u00e9 du rapport \u00e0 l’\u00e9crit d’acteurs \u0153uvrant en milieux communautaires aupr\u00e8s de jeunes adultes peu scolaris\u00e9s<\/em>. Th\u00e8se de doctorat en \u00e9ducation, Universit\u00e9 de Sherbrooke, Sherbrooke. http:\/\/savoirs.usherbrooke.ca\/handle\/11143\/5819<\/a>.<\/p>\n

B\u00e9lisle, R. (2006). Socialisation \u00e0 l’\u00e9crit et pluralit\u00e9 du rapport \u00e0 l’\u00e9crit d’acteurs du communautaire. In<\/em> R. B\u00e9lisle et S. Bourdon (Eds.), Pratiques et apprentissage de l\u2019\u00e9crit dans les soci\u00e9t\u00e9s \u00e9ducatives<\/em>. <\/em>(p. 145-172). Qu\u00e9bec\u00a0:\u00a0Presses de l\u2019Universit\u00e9 Laval.<\/p>\n

B\u00e9lisle, R. & Cardinal-Picard, M. (2012). Importance de l\u2019\u00e9crit dans les pratiques \u00e9ducatives de conseill\u00e8res et conseillers d\u2019orientation. In<\/em> R. B\u00e9lisle (Ed.), \u00c9crire, lire et apprendre dans la vie adulte <\/em>(p. 67-87). Qu\u00e9bec\u00a0: Presses de l\u2019Universit\u00e9 Laval.<\/p>\n

B\u00e9lisle, R. & Rioux, I. (2016). Writing in Recognition of Prior Learning at the Secondary Education Level. Canadian Journal for the Study of Adult Education<\/em>, 28<\/em>(1), 15-27. http:\/\/cjsae.library.dal.ca\/index.php\/cjsae\/article\/view\/5359\/pdf_59<\/a>.<\/p>\n

Besse, J.-M. (1995). L’\u00e9crit, l’\u00e9cole et l’illettrisme<\/em>. Paris, France: \u00c9ditions Magnard.<\/p>\n

Cardinal-Picard, M. (2010). Pratiques de l’\u00e9crit et rapport \u00e0 l’\u00e9crit de conseill\u00e8res et conseillers d’orientation au coeur de la relation d’orientation.<\/em> Th\u00e8se de doctorat en \u00e9ducation, Universit\u00e9 de Sherbrooke, Canada. http:\/\/savoirs.usherbrooke.ca\/<\/a>.<\/p>\n

Charlot, B. (1997). Du rapport au savoir. \u00c9l\u00e9ments pour une th\u00e9orie<\/em>. Paris: Anthropos.<\/p>\n

Th\u00e9riault, V. & B\u00e9lisle, R. (2012). \u00c9crit et apprentissage dans la vie de jeunes adultes en situation de pr\u00e9carit\u00e9. In<\/em> R. B\u00e9lisle (Ed.), \u00c9crire, lire et apprendre dans la vie adulte <\/em>(p. 111-128). Qu\u00e9bec\u00a0: Presses de l\u2019Universit\u00e9 Laval.<\/td>\n<\/tr>\n

20 June 2017, County South, B89<\/td>\nMark Sebba, Lancaster University<\/td>\nMultimodal, multidimensional, multilingual: an approach to product packaging <\/strong><\/p>\n

Packaging of common household items such as foods, drinks and pharmaceutical products is a large part of the textual landscape of homes and shops almost everywhere. Multilingual packaging is especially common in countries which are officially bi- or multilingual, where it may be a legal requirement; but packaging with text in multiple languages, appealing to supranational or global communities of users is common elsewhere as well.<\/p>\n

This paper will provide a preliminary theory and analysis of multilingual product packaging, approaching it from two perspectives: multimodality<\/em>, where texts function both as language and as images, with semiotic interactions between the two; and multidimensionality<\/em>, where product packages are analysed as three-dimensional objects (in contrast with two-dimensional signage, for example). Three-dimensional space allows for interpretations such as \u2018front\u2019, \u2018back\u2019, \u2018top\u2019, \u2018base\u2019 of containers. These interpretations are often produced through text and image, and may be linked to particular languages in a specific context (\u2018English on the front\u2019, \u2018Afrikaans on the back\u2019).<\/p>\n

The paper is based on observations of multilingual packaging of products in everyday use, including packaging designed for three types of market: officially bilingual countries, multilingual countries and multilingual international markets.<\/p>\n

Three-dimensional space and geometrical relations, it is argued, are typically used to represent informational hierarchies (marketing messages on the front, safety warnings on the back) but also can represent sociolinguistic hierarchies (e.g. most important language on the front, less important on the side or base). Alternatively, symmetry and space may be used as visual metaphors to establish languages as equal, avoiding or negating such hierarchies. This strategy is typical in countries where there is official equality between languages. Where products are packaged for an international market, more diverse and complex arrangements of language and text are found.<\/td>\n<\/tr>\n

27 June 2017, County South, B89<\/td>\nKathrin Kaufold, University of Stochholm<\/td>\nMediating communication on healthcare access for migrants in Sweden<\/span><\/strong><\/p>\n

At the end of 2015 and beginning of 2016, a large number of migrants came to Sweden. In the Stockholm area, the County Council produced brochures to inform about healthcare access for asylum seekers and spread this information via organisations involved in welcoming migrants. The study traces the information on healthcare access and investigates the role of mediators who were involved in recontextualizing the information in different interactional situations. In a \u2018trans-contextual analysis\u2019 (Kell 2015), the study retrospectively follows the trajectories of meaning-making across spatial, linguistic and cultural boundaries. The data include the Council\u2019s brochures, an initial survey on their use, and retrospective narrative interviews with five different actor groups. The study highlights the role of the physical brochures and alternative ways of information seeking. In this process, people can be assigned the role of mediator officially by the Council or unofficially by other actors. The paper concludes with implications of the use of retrospective narratives and the underlying political nature of the research topic.<\/p>\n

Kell, C. (2015). \u201cMaking people happen\u201d: materiality and movement in meaning-making trajectories. Social Semiotics, 25<\/em>(4), 423-445.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


\nLent 2017
\n<\/strong>Unless otherwise stated, all talks will be from 1-2pm.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Date & location<\/td>\nSpeaker<\/td>\nTitle and abstract<\/td>\n<\/tr>\n
24th January 2017, County South B89<\/td>\nEmily Spiers and Robert Crawshaw, DELC, Lancaster University<\/td>\n\u2018Cultural Literacy and Social Futures one year on\u2019<\/strong><\/p>\n

Following my introduction last year to the issues associated with defining \u2018cultural literacy\u2019, Emily and I will present the progress made to date by the \u2018Cultural Literacy and Social Futures\u2019 project (CLSF) which is currently the basis of a network grant bid to the AHRC.\u00a0 In the terms of the project, \u2018Cultural Literacy\u2019 is only indirectly related to the notion of \u2018literacy\u2019 as it has become understood by the Lancastrian branch of \u2018Literacy Studies\u2019.\u00a0 Nor should it be confused with Eric Hirsch\u2019s notion of a prescriptive curriculum or \u2018state of knowledge\u2019 which, as Hirsch would have it, is a necessary qualification for claiming citizenship of a given national community.\u00a0 Rather it designates a quasi- ethnographic capacity to \u2018appreciate\u2019 the culture of groups in society through the artefacts which they generate, in other words to go beyond the awareness of the form or the subjective emotional response to a given artistic output, as well as any preconception of what constitutes \u2018high\u2019 or \u2018low\u2019 culture, so as to position it within a wider frame of understanding or cultural context.\u00a0 The development of such a capacity has different implications now and in the future for researchers on the one hand and for members of the public – citizens – on the other.\u00a0 Our brief initial comment will seek to outline what those implications are and to explain how the CLSF project proposes to address them.<\/td>\n<\/tr>\n

7th February 2017<\/p>\n

Bowland North, Seminar room 19<\/td>\n

S\u00f8ren Nygaard Drejer Odense<\/td>\nAcademic writing in the transition between the Danish upper secondary school and university<\/strong><\/p>\n

Moving from one educational context to another can be challenging and even critical in regard to students\u2019 writing, but it can also bring new opportunities (Christensen et al 2014, Sommers & Saltz 2004). My PhD-study is a case based longitudinal study favoring the students\u2019 perspective as it examines which concrete developments and challenges in relation to writing can be observed in the transition between upper secondary school and university. \u00a0\u00a0The focus is on three BA-students (Scandinavian Studies, Physics and Chemistry, respectively), their writing in their first year at university as well as their upper secondary school texts. \u00a0The central, empirical evidence consists of the students\u2019 own texts. In addition, observations of lectures, talk-around-the-text based student interviews (Lillis 2008), and ministerial and local decrees are included.\u00a0 I address their writing development and writers’ development during this transition.\u00a0 At the core of the analyses stands Ivani\u010d\u2019 concept of writing identity (Ivani\u010d\u00a0 1998, Burgess & Ivani\u010d\u00a0 2010).<\/td>\n<\/tr>\n

14th February 2017<\/p>\n

County South B89<\/td>\n

Leonie Gaiser and Yaron Matras<\/p>\n

University of Manchester<\/em><\/td>\n

LinguaSnapp: Pioneering a new method for Linguistic Landscapes – digital documentation<\/strong><\/p>\n

This presentation introduces the LinguaSnapp application, developed and released by the University of Manchester in 2015. LinguaSnapp is a mobile app that can be freely downloaded for both principal smartphone platforms (iOS and Android). It allows the user to take images of signs and encode their content with reference to languages and scripts, outlet, composition, semiotic-pragmatic function and content translation. Images are uploaded with their GPS-based location coordinates and time onto a server where they are searchable according to the full set of descriptors on an interactive map (http:\/\/www.linguasnapp.manchester.ac.uk<\/a>). Drawing on a corpus of over 1000 images with analytical descriptors, collected with LinguaSnapp in 2016, we discuss three dimensions in the semiotic construction of space and networks of communication through LL: First, LL signals ownership of place: Somali, Bengali, Kurdish and Thai cluster densely in just a few streets. Hebrew and Chinese are used to explicitly identify place in contrast to neighbouring areas. Second, the spatial distribution of signs, and cross-referencing among them, creates contextual networks, identifying the position of the sign as part of a city-wide network. This is the case for event promotion and product information in languages like Persian and others. Finally, signage conveys residents\u2019 active construction of a civic identity: languages are combined across community boundaries, on the one hand, while on the other, creative compositions may result in ambiguity of language choice, mirroring the permeability of language boundaries and residents\u2019 holistic appreciation of their language repertoires. The latter especially may call into question, in some instances, the very notion of \u2018languages\u2019 as discrete entities, reinforcing the need to re-think categorisations in the complex reality of urban multilingualism.<\/td>\n<\/tr>\n

21st \u00a0February 2017<\/p>\n

County South B89<\/td>\n

Candice Satchwell, UCLAN<\/td>\nStories to connect: using phygital artefacts to tell young people\u2019s stories in the community<\/strong><\/p>\n

Abstract: Stories to Connect is an AHRC-funded project aiming to collect and tell stories from \u2018disadvantaged\u2019 children and young people. We have worked in a participatory paradigm to help young people collect stories from one another, and then to re-work the stories into fictionalised assemblages to reflect the themes emerging from the research. The stories will be told through phygital (physical-digital) artefacts co-designed with the young people and placed in community locations. My presentation considers the different literacies involved in both collecting and re-telling these stories, and the potential for \u2018connecting\u2019 people \u2013 in both educational and community settings \u2013 through digital means.<\/p>\n

 <\/p>\n

 <\/td>\n<\/tr>\n

28th February 2017<\/p>\n

County South B89<\/td>\n

David Barton, Sharon McCulloch and Karin Tusting, for the Dynamics of Knowledge Creation project.<\/p>\n

Lancaster University<\/td>\n

Academics\u2019 workplace writing: findings from 2 years of research<\/strong><\/p>\n

For the past 2 years, the Dynamics of Knowledge Creation project have been working closely with academics across disciplines and institutions to develop a better understanding of the variety of writing activities academics do in their workplaces, looking especially at how changes in the context of Higher Education influence those writing practices.\u00a0 In this talk, we outline key findings from the project, particularly in relation to managerial practices, digital communication, and locating writing practices in time and space.\u00a0 We will also touch on how screencapture of real-life writing practices have added extra layers to our understanding of the writing process.<\/span><\/p>\n<\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
14th March 2017<\/p>\n

County South B89<\/td>\n

Members of the Literacy Research Centre<\/td>\nFieldwork can be full of surprises: reflections on research projects and \u2018real\u2019 problems encountered. A series of short presentations<\/strong><\/p>\n

M.Hamilton, S.McCulloch, K.Tusting <\/em>will discuss particular challenges which arose around introducing an innovative data collection method – screen recording of real life writing \u2013 and how they resolved these.\u00a0 These challenges included technical constraints, logistical issues, and ethical concerns.<\/p>\n

J.Gillen will talk about difficulties arising when trying to work with parents, as part of\u00a0<\/em>New Pedagogies, New Practices, New Purposes<\/a> project about how out-of-school digital literacy practices cross the home-school boundary.<\/p>\n

N. Alghamdi, H.Alruwaili\u00a0and D.Potts will talk\u00a0about the situated decision-making required in women-only settings in which male guardian’s must provide consent, faces are concealed, and missteps may have repercussions not only for the participant but for their extended family.<\/p>\n

U.Papen<\/em> will share her experience of using a video recorder to capture the lively discussions of 5 and 6 year old children in reading circles.<\/td>\n<\/tr>\n

\u00a021 March 2017<\/p>\n

County South B89<\/td>\n

\u00a0Pamela Olmos<\/td>\nAuthorial identities in pursuing a Doctorate<\/strong><\/p>\n

Many academics can produce successful texts in both English and another language. Studies, however, tend to focus only on moving one way, usually from another language to English, while in fact, many academics move back and forth between languages. My research main focus is to explore the writer\u2019s expression of authorial identity in their academic writing and analyse how it evolves and is negotiated with their community. The research follows a case-study approach as it explores how multilingual writers negotiate their identities in their MA dissertations and PhD theses writing, and the ways in which their knowledge of the thesis genre develops over the time. I study five bilingual writers who have written academically in both English and Spanish. They are all native speakers of Spanish. In this talk I present preliminary findings on the choices made by writers, and their awareness of conventions of academic form.<\/td>\n<\/tr>\n

<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n


\nMichaelmas term 2016<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n
Date & Location<\/strong><\/td>\nSpeaker(s) & Affiliation<\/strong><\/td>\nTitle & Topic<\/strong><\/td>\n<\/tr>\n
11 October 2016, County South C89<\/td>\nCathy Burnett &<\/p>\n

Guy Merchant<\/p>\n

Sheffield Hallam University<\/td>\n

Enchanted literacies<\/strong><\/p>\n

Devising methodologies for investigating how meaning making emerges moment-by-moment in classroom encounters is certainly challenging, and in recent years a particular challenge arises when examining children’s meaning making using mobile devices such as tablets. One approach is through enabling, acknowledging and even cultivating a sense of \u2018enchantment\u2019 (Bennett, 2001). Bennett describes enchantment as a \u2018mixed bodily state of joy and disturbance, a transitory sensuous condition dense and intense enough to stop you in your tracks and toss you onto new terrain and to move you from the actual world to its virtual possibilities\u2019 (p.111). Using the idea of enchantment in literacy research evokes an uncertainty or unknowing that is an important counterpoint to the certainties that underpin the rigid autonomous accounts of literacy policy and \u2018reform\u2019.
\nUsing empirical material from two classroom studies both of which explored children\u2019s interactions with tablets, we explore the theme of enchantment, as we navigate the complex relationships and disjunctures between researchers and researched. We use multiple tellings – performed accounts and video re-presentation – to\u00a0 evoke the \u2018affective intensities\u2019 that seemed significant to children\u2019s meaning making, and to our own enquiries. These experiments in re-working empirical materials foreground multiplicity and complexity in meaning making, provoking the generous, ebullient and vivid accounts of literacy that are silenced by the dominant policy discourse. We argue that this perspective allows to engage with debates about the nature and potential of mobile literacies through highlighting those \u2018aspects of experience and reality that do not present themselves in propositional or even in verbal form\u2019.
\nThe notion of enchantment offers ways of thinking about the here-and-now, the ephemeral and the incoherent, and invites us to acknowledge how we do not just observe but are with literacy practices in our research. This process unsettles and disrupts bounded notions of what counts in literacy and shifts attention from meanings made or to be made to focus on the processes of meaning making that transcend purpose or design.<\/td>\n<\/tr>\n

25 October 2016, Country South B89<\/td>\nNiina Hynninen<\/p>\n

University of Helsinki, Finland<\/td>\n

Orientations to the quality of English in research writing: A comparison of three disciplines<\/strong><\/p>\n

Much of the research writing scholars do today is in English, the current lingua franca of academia. This need to write in English has stirred a lot of debate about the hardships faced particularly by non-native English speaking scholars. At the same time, it seems that disciplinary orientations to the quality of English vary, which raises the question: What actually counts as acceptable English in different disciplines? In this presentation, I address these issues from the perspective of, in particular, HCI\/computer scientists, geologists and historians working in Finnish academia. I draw on research interviews collected as part of an on-going ethnographically informed study within the Language Regulation in Academia project at the University of Helsinki (see http:\/\/www.helsinki.fi\/project\/lara<\/a>), and explore when and how the quality of English becomes a concern for the scholars, what the quality means for them, and in what ways they report to reach the described quality-level in their own writing.<\/td>\n<\/tr>\n

1 November 2016, County South B89<\/td>\nColin Mills<\/p>\n

Institute of Education, University of Manchester<\/td>\n

Marketing literacy\/ies: consultants, knowledge exchange and primary school practice.<\/strong><\/p>\n

This seminar draws on recent work studying the careers and interplay with practice of eight consultants working at promoting resources, knowledge and pedagogy about literacy in primary schools.\u00a0 Locating the study in education policy scholarship, yet also drawing on concepts from the sociology of knowledge and from literacy studies, I will discuss data and findings in a reflexive way, aiming to (i) discuss the potency of Bernstein\u2019s tools for thinking in navigating new knowledge landscapes; (ii) make claims about consultants\u2019 colonisation of spaces once vacated by the State (iii) connect consultancy to the commoditisation and economising of both school literacy and of policy, steering from these aspects of my work to\u00a0 (iv) explore the potential of shared research ventures for literacy studies<\/em> and education policy scholarship.<\/em><\/td>\n<\/tr>\n

8 November 2016, County South B89<\/td>\nKaty Jones<\/p>\n

Department of Education Research, Lancaster University<\/td>\n

Literacy and numeracy support for homeless adults: An exploration of the support offered by third sector organisations supporting single homeless people to move into (or closer to) work<\/strong><\/p>\n

In this presentation, Katy will provide an overview of emerging findings from her doctoral research. The research is focused on the employment and skills support offered by organisations supporting homeless adults, and specifically, the role and nature of literacy and numeracy or \u2018basic skills\u2019 education offered as part of this. As paid work has increasingly been seen as an important \u2018solution\u2019 to homelessness, many specialist homelessness organisations now offer their clients employment and skills support. However, how this is shaped is not well understood. Moreover, whilst improving an individual\u2019s literacy and numeracy skills has been consistently identified as an important part of tackling labour market disadvantage (whether understood in functionalist or social practice terms), it is unclear whether the value of this is recognised across the homelessness sector as they seek to support their clients into, or closer to, work. The research involved 27 semi-structured qualitative interviews with practitioners working across a range of organisations in the Greater Manchester homelessness sector.<\/td>\n<\/tr>\n

22 November 2016, County South B89<\/td>\nJessica Bradley<\/p>\n

School of Education, University of Leeds<\/td>\n

Co-production as transcreation? Mediating ecologies in visual arts and language research\u00a0<\/strong><\/p>\n

I draw from a co-produced, collaborative project for the Connected Communities \u2018Utopias Festival 2016\u2019 which built on my doctoral research with a community arts organisation. I explore how the mixing of ecologies \u2013 academic and community arts, linguistic and painting \u2013 led to new understandings of collaboration and knowledge around communicative practice.<\/td>\n<\/tr>\n

6 December 2016, County South B89<\/td>\nMike Baynham<\/p>\n

School of Education, University of Leeds<\/td>\n

Translanguaging? Code switching? Same difference?<\/strong><\/p>\n

Each theoretical construct can be understood as a tool for thinking with its own affordances: enabling some thoughts and disabling others. In this talk I will review translanguaging and code-switching as tools for thinking with, outlining my position on the relationship between these constructs. I will argue that there needs to be more analytic specificity in the way that translanguaging is often used, turning to a framework even older than code-switching, Jakobson’s well known translation typology, for inspiration. I will illustrate this talk with data from interpreter mediated literacy events collected as part of the TLANG project, which curiously enough is very similar to that which resulted in an early paper of mine: Code-switching and Mode-switching, Community Interpreters and Mediators of Literacy.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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