Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3137
Title: Considering semiotic ideologies in the design of literacy learning software for multilingual youth and adults in rural South Africa
Authors: Babson, Andrew
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Babson, A. (2008). Considering semiotic ideologies in the design of literacy learning software for multilingual youth and adults in rural South Africa. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 76-84). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Recently, interest has grown in understanding how sociocultural processes inform the design and use of learning technologies. In 2006, I managed the design and piloting of a multilingual literacy learning software for youth and adults in rural South Africa. Drawing from observations of and informal interviews with twenty-six learners who piloted the software, I propose that the software provided the learners with opportunities to reassess not only important self-understandings as learners of basic literacy skills, but also speakers of certain languages and in general, certain kinds of people. The findings, analyzed within the framework of semiotic ideology, support a broader proposition that literacy programs, and the technologies used in them, can serve as forcible mediators of people's understandings of what languages, signs and sociocultural identifications are.
URI: https://doi.dx.org/10.22318/icls2008.1.76
https://repository.isls.org//handle/1/3137
Appears in Collections:ICLS 2008

Files in This Item:
File SizeFormat 
76-84.pdf676.81 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.