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001 AAI13885643
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006 m o d
007 cr mn ---uuuuu
008 200707s2019 miu sbm 000 0 eng d
020 9781392878095
035 (MiAaPQ)AAI13885643
040 MiAaPQ|beng|cMiAaPQ|dNTU
100 1 Bolen, Christa E
245 14 The Deaf Lens :|bMaking Meaning through Photoliteracy
264 0 |c2019
300 1 online resource (149 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
500 Source: Dissertations Abstracts International, Volume: 81-
06, Section: A
500 Advisor: Case, Karen I
502 Thesis (Ed.D.)--University of Hartford, 2019
504 Includes bibliographical references
520 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
533 Electronic reproduction.|bAnn Arbor, Mich. :|cProQuest,
|d2020
538 Mode of access: World Wide Web
650 4 Special education
650 4 Instructional design
650 4 Disability studies
653 Deaf
653 Deaf and hard of hearing
653 Deaf education
653 Photography
653 Photoliteracy
653 Writing
655 7 Electronic books.|2local
690 0529
690 0447
690 0201
710 2 ProQuest Information and Learning Co
710 2 University of Hartford.|bEducational Leadership
773 0 |tDissertations Abstracts International|g81-06A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=13885643|zclick for full text (PQDT)
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