Transforming social identities through intercultural digital storytelling: multimodal learning between young people from refugee and host communities

大众媒体文化在数字时代无处不在，视觉、听觉和印刷媒体信息塑造和扩大了年轻人不断演变的认同感、社区意识和世界观(白金汉，2007；波特，2012)。它为在社会群体之间建立联系创造了新的代理空间和机会(Putnam，2001)：通过共同制作和共享不依赖于掌握口语或书面语言的多模式文本来促进更广泛的社区合作(Kress，2010)。然而，越来越多的指令性识字课程往往不能适应塑造年轻人校外识字实践的力量，随之而来的危险是，它缩小了纳入的范围，忽视了从不同文化群体讲述的故事中了解他们的宝贵机会。这一为期三年的研究项目将通过寻找和利用与世隔绝的难民社区的新生文化来解决这些问题，这些社区的数字作品可能充当调解人工制品，有可能与课程对话、建立社会资本和弥合社会文化鸿沟(菲尔德，2005年)。

Mass media culture is pervasive in the digital age with visual, aural and print media messages shaping and expanding young people's evolving sense of identity, community and outlook on the world (Buckingham, 2007; Potter, 2012). It has created new spaces of agency and opportunities for building ties between social groups (Putnam, 2001): promoting wider community cooperation through the coproduction and sharing of multimodal texts that do not rely on a mastery of spoken or written language (Kress, 2010). Yet, all too often, the increasingly prescriptive literacy curriculum does little to accommodate the forces that are shaping young people's out-of-school literacy practices, with the attendant danger that it narrows the scope for inclusion and overlooks valuable opportunities to understand different cultural groups from the stories they tell. This three-year research project will address these issues by seeking to locate and harness the nascent literacies of isolated refugee communities whose digital compositions might serve as mediating artefacts that have the potential to speak back to the curriculum, build social capital and bridge sociocultural divides (Field, 2005).