The Deaf Lens : Making Meaning through Photoliteracy
出版項
2019
說明
1 online resource (149 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 81-06, Section: A
Advisor: Case, Karen I
Thesis (Ed.D.)--University of Hartford, 2019
Includes bibliographical references
Deaf and Hard of Hearing (DHH) students have long been recognized as having difficulty mastering written language (Albertini, 1993; Albertini & Schley, 2003; Giddens, 2009; Kluwin & Kelly, 1990; Schmitz & Keenan, 2005). Traditional approaches to teaching written English to DHH students have frequently focused on addressing the deficits in their writing, such as correcting grammar and mechanics and increasing vocabulary (Albertini,1993; Albertini & Schley, 2003) which had a significant negative impact on their attitudes about English and engaging in writing experiences. This research represented an instructional intervention called Photoliteracy which sought to capitalize on the visual skill set of DHH students and employed aesthetic inquiry utilizing visual images represented by students' original photography within a multimodal social semiotic framework (Kress, 2010) for learning writing in English.This exploratory qualitative research study was concerned with the curricular elements of the juxtaposition of aesthetics and writing. It was designed to examine DHH students' reports of meaning making regarding their identity as a deaf person as revealed through the selection, sharing, and translation of their original photographic image into writing. Meaning making, or semiosis, is an ongoing process that creates one's "...distinctive 'take' on the world" (p. 94) through the selection and use of various modes, such as photographic images and writing, constantly made and transformed through social interaction.Findings indicated DHH students reported meaning making inherent in the selection of their photographic image was a representation of their identity as a deaf person related to the personal connection they felt to the photograph. This connection manifested through the ownership they had over the creation of the image, the aesthetic quality of the image, and the emotions the image evoked, as expressed through the abstract symbolism by which the students established their connection to the photographic image. The students reported meaning making inherent in the sharing of their photographic image was a representation of their identity as a deaf person related to the validation and confidence resulting from communicating and working together as a group of people with similar backgrounds and shared experiences. This validation resulted in metacognition, the creation of new thinking and new ideas of greater quality and quantity through the consideration of alternate perspectives, and better articulation of the students' own initial ideas. Finally, the DHH students reported meaning making inherent in the translation of their photographic image into writing as a representation of their identity as a deaf person as the expression of their personal story communicated to a larger audience. The students felt empowered by documenting their story from their photograph to their written piece. They extended the abstract concepts and language initially addressed in the selection of their photograph to their writing and embodied their personal narrative in the expression of their personal journey. Additionally, viewed their writing as an opportunity to communicate with a larger audience, particularly to share it with the hearing world.Photoliteracy was developed with an understanding of how deaf and hard of hearing students learn, specifically their visual learning acuity. It is not an adaptation of education for hearing students. Instead, it is new knowledge which can be applied to education on a larger scale and inform best practices in all teaching and learning
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2020
