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|Title:||Considering semiotic ideologies in the design of literacy learning software for multilingual youth and adults in rural South Africa|
|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.|
|Appears in Collections:||ICLS 2008|
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