2026-09-22T00:07:18Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/127227 2025-03-29 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms The student, Trevor Aleo, accepted the attached license on 2024-11-26 at 20:52. The student, Trevor Aleo, submitted this Dissertation for approval on 2024-11-26 at 21:20. This Dissertation was approved for publication on 2024-11-27 at 13:57. DSpace SAF Submission Ingestion Package generated from Vireo submission #21405 on 2025-03-28 at 14:26:51 Aesthetic literacies in action: Exploring how students design literary knowledge in hybrid interpretive communities Aleo, Trevor 2024-11-27 Kalantzis, Mary Kalantzis, Mary Cope, Bill Dhillon, Pradeep Magee, Liam Aesthetic Literacies Literary Literacies Multimodal Composition Hybrid Interpretive Communities English Language Arts Social Semiotics Multiliteracies eng This dissertation examines the intersection of literary literacies and multimodal composing practices in a secondary English Language Arts context. Situated within sociocultural learning theory and social semiotic approaches to multimodality, the study investigated how students took up aesthetic literacies when producing interpretive and critical knowledge about literary works through audiovisual essay composing. Data collection for this exploratory single case study included classroom observations, semi-structured interviews with the teacher, student think-aloud protocols, screen recordings of composing processes, and multimodal content analysis of the participants’ audiovisual essays. Findings revealed that fostering hybrid interpretive communities positively influences students’ ability to leverage disciplinary practices from literary studies and multimodal literacies from their lifeworlds to produce sophisticated and diverse forms of literary interpretation. This study contributes to emerging scholarship on aesthetic literacies and offers insights into how researchers and practitioners might bridge disciplinary literacy and multiliteracies approaches in secondary English education. It also highlights the potential of audiovisual essay composition to democratize literary knowledge production and serve as an intellectually and affectively engaging learning experience for students. 2024-12 Thesis https://hdl.handle.net/2142/127227 Copyright 2024 Trevor Aleo Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Ed.D. Dissertation