Crystal L Beach
The University of Georgia, Language and Literacy Education, Faculty Member
- New Literacies, Popular Culture, Identity (Culture), Multimodality, Social Media, Adolescent Literacy, and 13 moreCultural Studies, Digital Literacy, 21st Century Literacies, Digital Media, Critical Theory, Media Literacy, Critical Media Studies, Visual Literacy, English Education, Composition and Rhetoric, Teacher Education, Creative Commons, and Digital Rhetoricsedit
Today’s classrooms often have a plethora of new ways of reading and writing entering the room, but too often these new ways of “doing” are disregarded and checked at the door. For this reason, one educator shares her journey through the... more
Today’s classrooms often have a plethora of new ways of reading and writing entering the room, but too often these new ways of “doing” are disregarded and checked at the door. For this reason, one educator shares her journey through the mediated intersections of media, culture, and education. In this piece, she explores how literacy transformations are impacting her classroom and her students’ lives, how she tries to make connections for her students, as well as noting what these mediated intersections might mean for the future of education.
In this study, three teachers of various grade levels from across the United States in culturally diverse areas were interviewed to discuss their understandings of digital literacy practices within their classroom, school, and school... more
In this study, three teachers of various grade levels from across the United States in culturally diverse areas were interviewed to discuss their understandings of digital literacy practices within their classroom, school, and school community; how their perceptions of students’ digital literacy practices impacted their pedagogical strategies; and how/why they include/do not include digital literacy practices within their classrooms. The purpose of this study was to better understand how current perceptions of literacy education are being affected, if at all, by digital literacy practices carried out by teachers and students in and out of school contexts. In the end, many important themes were found by interpreting these teachers’ experiences with digital literacy practices, including one focused on “at-risk” labels. For this reason, further implications are suggested to help educators embrace digital literacy practices within their classrooms in order to make connections to all of their students’ literacy skills.
Research Interests:
Mikhail Bakhtin’s and Jacques Rancière’s theories can help educators understand students’ texts in today’s remixed, participatory culture. Specifically, this chapter will focus on two key terms: Bakhtin’s heteroglossia and Rancière’s... more
Mikhail Bakhtin’s and Jacques Rancière’s theories can help educators understand students’ texts in today’s remixed, participatory culture. Specifically, this chapter will focus on two key terms: Bakhtin’s heteroglossia and Rancière’s emancipated spectator. First, the aforementioned terms will be defined in relation to the authors’ ideas and applied to literacy education. Then, these ideas will be connected to how authors and texts are shaped by remixing within a participatory culture. Next, Bakhtin’s and Rancière’s works will be discussed to understand how they speak to each other concerning remixing in a participatory culture, pulling from examples from the research literature. Finally, it will be important to consider the implications of their work for literacy educators and researchers.
Research Interests:
This is the complete Spring 2015 Volume 11(1) of JoLLE (http://jolle.coe.uga.edu). This a themed issue: Embodied and Participatory Literacies.
A unity of opposites, we’re not. Yet the very name we’ve chosen for our website —“Becoming 3lectric”— might suggest so. We’re connected in that all three of us are part of a language and literacy education department located in the... more
A unity of opposites, we’re not. Yet the very name we’ve chosen for our website —“Becoming 3lectric”— might suggest so. We’re connected in that all three of us are part of a language and literacy education department located in the southeastern reaches of the United States. We are envisioning an onto-epistemological project, one in which assemblages entangle us with yet-unknown audiences.
Audiences comprised of human and nonhuman actors who may find us (or we, them) in countless digitalized flows of energy that refuse to separate ways of knowing from ways of becoming. Come join us in the journey.
Audiences comprised of human and nonhuman actors who may find us (or we, them) in countless digitalized flows of energy that refuse to separate ways of knowing from ways of becoming. Come join us in the journey.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Mikhail Bakhtin's and Jacques Rancière's theories can help educators understand students' texts in today's remixed, participatory culture. Specifically, this chapter will focus on two key terms: Bakhtin's heteroglossia... more
Mikhail Bakhtin's and Jacques Rancière's theories can help educators understand students' texts in today's remixed, participatory culture. Specifically, this chapter will focus on two key terms: Bakhtin's heteroglossia and Rancière's emancipated spectator. First, the aforementioned terms will be defined in relation to the authors' ideas and applied to literacy education. Then, these ideas will be connected to how authors and texts are shaped by remixing within a participatory culture. Next, Bakhtin's and Rancière's works will be discussed to understand how they speak to each other concerning remixing in a participatory culture, pulling from examples from the research literature. Finally, it will be important to consider the implications of their work for literacy educators and researchers.
Research Interests:
Research Interests:
This chapter explores how the author’s lived experience with gun violence as a university student has shaped her into the person, and subsequently, the teacher she is today. It will highlight how she continues to try to navigate through... more
This chapter explores how the author’s lived experience with gun violence as a university student has shaped her into the person, and subsequently, the teacher she is today. It will highlight how she continues to try to navigate through her grief by focusing on building a socially just classroom for all of her students in which writing plays a huge role in creating her classroom community focused on the hope for building a better tomorrow together.