Supporting youth boundary crossing: Intertextuality as a component of design for information and visual literacy
Libreas : Library Ideas
Education | Information Literacy
This article charts attempts to derive a theoretically guided approach to engaging children in boundary crossing toward literacies and practices associated with the Age of Information. Using Fifth Dimension (5D) afterschool programs as laboratories for informal learning design, interventions were designed to explore the extent to which youth cultures and literacies can be used as intertextual gateways to more educative practices associated with visual and information literacy. Intertextuality is introduced as a concept to consider the relevance of using semantic relationships between popular and educative texts to inform learning design for afterschool programming.
Kristen Rebmann (Clark). "Supporting youth boundary crossing: Intertextuality as a component of design for information and visual literacy" Libreas : Library Ideas (2009): 29-39.
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This article was published in LIBREAS: Library Ideas, volume 15, issue 1, 2009 and is also available online at this link.
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