Increased Agency through Screens and Co-Creation – Literacy Practices within a Group of People with Aphasia at a Swedish Folk High School

This article aims to analyse characteristics of collective and authentic literacy practices within a group of people with aphasia attending an aphasia course at a Swedish folk high school. The group included 12 individuals with aphasia who were studied during a period of 3 weeks. Ethnographic data c...

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Bibliographic Details
Published in:Scandinavian journal of disability research : SJDR 2019-01, Vol.21 (1), p.197-206
Main Author: Taubner, Helena
Format: Article
Language:English
Subjects:
agency
Aphasia
Communication
Data collection
Disability
Ethnography
Females
High schools
Language
Literacy
literacy practices
multimodality
Secondary schools
Sweden
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Summary:This article aims to analyse characteristics of collective and authentic literacy practices within a group of people with aphasia attending an aphasia course at a Swedish folk high school. The group included 12 individuals with aphasia who were studied during a period of 3 weeks. Ethnographic data consists of video and audio recordings, photos and field notes. Two main characteristics of the literacy practices were identified: digital screens dominated and bridged the online/offline boundary, and shared knowledge enabled the participants to co-create literacy. The literacy practices were emancipatory, because they provided ways for the participants to un-mask their inherent competence, increasing their agency. When the use of digital technology transforms a (formerly non-literacy) practice into a multimodal literacy practice, and when an individual with aphasia becomes part of a literacy co-creation practice, the disability (understood as a relation between individual and environmental characteristics) caused by aphasia is reduced. Keywords: aphasia, literacy practices, multimodality, agency, disability, ethnography
ISSN:1745-3011
1501-7419
1745-3011
DOI:10.16993/sjdr.635