Creativity and Digital Literacies in English for Specific Purposes

  • Christoph A. Hafner
  • Lindsay Miller
  • Connie Kwai Fun Ng
Chapter
Part of the Educational Linguistics book series (EDUL, volume 27)

Abstract

The affordances of networked digital media to easily create, publish and share content have provided an environment within which creative practices have flourished. A “participatory culture” has emerged, empowering individuals to be involved in the amateur creation and sharing of culture. In addition, the resources available for text creation have expanded to include new, multimodal and hypertextual forms of representation, frequently combined in creative, hybrid ways. As a result of these changes, some language and literacy scholars have called for the development of pedagogies taking “digital literacies” into account. This chapter examines how digital practices might be leveraged in order to promote creativity in the context of higher education. It refers to a creativity enhancing learning environment, an English for science course at a university in Hong Kong. On this course, second and foreign language learners were engaged in an “English for science” project and created a digital video, shared through YouTube, as well as a more traditional text type, a written scientific report. The chapter examines students’ perceptions of these two tasks as they relate to creativity and suggests that, in order to promote creativity, both a “context for creativity” and “resources for creativity” are required.

Keywords

Creativity Digital literacies Participatory culture Multimodality Online learning Language learning and technology TESOL Project-based learning Digital video 

References

  1. Belous, I. (2010). MaxQDA 2010 [Computer software]. Marburg: Verbi Software. Retrieved from http://www.maxqda.com/.Google Scholar
  2. Bhatia, V. K. (2004). Worlds of written discourse: A genre-based view. London: Continuum.Google Scholar
  3. Boden, M. A. (2004). The creative mind: Myths and mechanisms (2nd ed.). London: Routledge.Google Scholar
  4. Carter, R. (2004). Language and creativity: The art of common talk. London: Routledge.CrossRefGoogle Scholar
  5. Cropley, A. J., & Cropley, D. (2009). Fostering creativity: A diagnostic approach for higher education and organizations. Cresskill: Hampton Press.Google Scholar
  6. Dewett, T., & Gruys, M. L. (2007). Advancing the case for creativity through graduate business education. Thinking Skills and Creativity, 2(2), 85–95. doi: 10.1016/j.tsc.2007.04.001.CrossRefGoogle Scholar
  7. Driver, M. (2001). Fostering creativity in business education: Developing creative classroom environments to provide students with critical workplace competencies. Journal of Education for Business, 77(1), 28.CrossRefGoogle Scholar
  8. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Google Scholar
  9. Goldhaber, M. H. (1997). The attention economy and the net. First Monday, 2(4–7). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/519/440
  10. Hafner, C. A. (2013). Digital composition in a second or foreign language. TESOL Quarterly, 47(4), 830–834. doi: 10.1002/tesq.135.CrossRefGoogle Scholar
  11. Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students’ digital video projects as multimodal ensembles. TESOL Quarterly, 48(4), 655–685. doi: 10.1002/tesq.138.CrossRefGoogle Scholar
  12. Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86.Google Scholar
  13. Hafner, C. A., Miller, L., & Ng, C. K. F. (2012). Digital video projects in English for academic purposes: Students’ and lecturers’ perceptions and issues raised. In C. Berkenkotter, V. K. Bhatia, & M. Gotti (Eds.), Insights into academic genres (pp. 396–417). Bern: Peter Lang.Google Scholar
  14. Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.Google Scholar
  15. Jones, R. H. (2012). Introduction: Discourse and creativity. In R. H. Jones (Ed.), Discourse and creativity (pp. 1–13). Harlow: Pearson Longman.Google Scholar
  16. Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A practical introduction. London: Routledge.Google Scholar
  17. Kind, P. M., & Kind, V. (2007). Creativity in science education: Perspectives and challenges for developing school science. Studies in Science Education, 43(1), 1–37.CrossRefGoogle Scholar
  18. Lemke, J. L. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 87–113). London: Routledge.Google Scholar
  19. Lessig, L. (2004). Free culture: How big media uses technology and the law to lock down culture and control creativity. New York: Penguin Press.Google Scholar
  20. Lin, Y. S. (2011). Fostering creativity through education: A conceptual framework of creative pedagogy. Creative Education, 02(03), 149–155. doi: 10.4236/ce.2011.23021.CrossRefGoogle Scholar
  21. Molle, D., & Prior, P. (2008). Multimodal genre systems in EAP writing pedagogy: Reflecting on a needs analysis. TESOL Quarterly, 42(4), 541–566. doi: 10.1002/j.1545-7249.2008.tb00148.x.CrossRefGoogle Scholar
  22. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.CrossRefGoogle Scholar
  23. Richards, K. (2003). Qualitative inquiry in TESOL. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  24. Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age. New York: Penguin Press.Google Scholar
  25. Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). Cambridge: Cambridge University Press.Google Scholar
  26. Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.Google Scholar
  27. Tapscott, D., & Williams, A. D. (2006). Wikinomics: How mass collaboration changes everything. New York: Portfolio.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  • Christoph A. Hafner
    • 1
  • Lindsay Miller
    • 1
  • Connie Kwai Fun Ng
    • 2
  1. 1.Department of EnglishCity University of Hong KongHong KongChina
  2. 2.English Language Teaching UnitChinese University of Hong KongHong KongChina

Personalised recommendations