Work

Black and Latina Girls' Compositions of Multimodal Community Journaling as Multimodal Artifactual Literacies About STEAM

Year: 2025

Type: article

Abstract: ABSTRACT This study explores Multimodal Community Journals (MCJs) as a collaborative visual storytelling, research, and community tool that empowers Black and Latina girls while fostering their engagement with Science, Technology, Engineering, Arts, and Mathematics (STEAM). Analyzing the multimodal texts created by the Dig‐A‐Girls and their community—integrating writing, drawing, and photography—this research examines how they express their identities, experiences, and perspectives in relation to STEAM. The MCJ served as a platform for participants to construct meaningful narratives, assert agency, challenge dominant narratives, and advocate for social justice. By centering multimodal pedagogies in STEAM education, this study highlights the importance of prioritizing the voices and lived experiences of underrepresented students. Ultimately, MCJs cultivate authentic self‐expression, collaboration, and critical engagement, offering a transformative approach to STEAM learning.

Source: Journal of Adolescent & Adult Literacy

DOI: 10.1002/jaal.70012

Authors: Tisha Lewis Ellison, Tairan Qiu, Brad Robinson

Institutions: University of Georgia, Stanford University, Texas State University

Language: English

Topic: Literacy, Media, and Education

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Gender equality

Open Access status: hybrid

Estimated APC paid: $2,870