Intertextuality as semiotic mediation for youth’s enactment of agency and identity in everyday digital literacy practices

budairi, Ahmad (2023) Intertextuality as semiotic mediation for youth’s enactment of agency and identity in everyday digital literacy practices. [Artikel Dosen]

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Abstract

The purpose of this research is to investigate the practice of intertextuality of Farah (pseudonym) a 20-year-old female university student who engaged in a variety of culturally shaped digital literacy practices. In particular, it seeks to elucidate how Farah’s practice of intertextuality serves as a semiotic mediation for her exercise and enactment of agency
and identity during her everyday literacy practice on Instagram. This research was framed as a case study design with a connective
ethnography approach specifically suited to the online environment and digital communication where the researcher’s physical presence as an observer is no longer required. Data were collected by means of digital media and technology such as WhatsApp Message Service, informal
phone interviews, and online observation. The collected data comprised online snapshots of quote bots, pictures, drawings and comments that Farah produced and shared as part of her everyday digital literacy practice. The data analysis entailed examination of Farah’s practice of intertextuality through the lens of sociocultural perspective on text production and interpretation. The findings revealed that Farah’s use of
quote bots and doodles posted on Instagram involved the act of borrowing texts from other sources as well as mixing English with Indonesian language. Farah’s practice of intertextuality was pre-mediated, calculated and purposeful, allowing her to engage in digital authorship involving
creativity, improvisation and consciousness as ingredients of agency. In the same vein, Farah’s practice of intertextuality allowed her to author the self as a contemplative religious individual. The research concluded with an appeal to policy makers and educational practitioners to respond to the
learners’ changing learning landscape by re-defining the way we view learners/students, from merely a recipient of knowledge to an individual who has agency, identity and funds of knowledge that have to be acknowledged and appreciated in any process of curriculum design and
its implementation on a daily basis.

Item Type:	Artikel Dosen
Keyword:	Digital literacy practice Intertextuality Agency Identity
Subjects:	P Language and Literature > PE English
Divisi / Prodi:	Faculty of Teacher Training and Education (Fakultas Keguruan dan Ilmu Pendidikan) > S1-English Education (S1-Pendidikan Bahasa Inggris)
Depositing User:	Ph.D. Ahmad Budairi
Date Deposited:	26 Aug 2023 00:12
Last Modified:	26 Aug 2023 00:12
URI:	http://eprints.uad.ac.id/id/eprint/49582

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