Multiliteracies on instant messaging in negotiating local, translocal, and transnational affiliations: A case of an adolescent immigrant | Culture and communication in digital worlds

Author(s): Wan S. E. Lam

Year of publication: 2009

Keywords: Multiliteracies, Instant messaging, Transnational affiliation, Chinese dialects, Adolescent immigrant

Methodology/Sample: Case study/1 girl

Reference: Lam, W. S. E. (2009). Multiliteracies on instant messaging in negotiating local, translocal, and transnational affiliations: A case of an adolescent immigrant. Reading research quarterly, 44(4), 377-397. https://doi.org/10.1598/RRQ.44.4.5

Abstract

Through an in-depth case study of the instant messaging practices of an adolescent girl who had migrated to the United States from China, this qualitative investigation examines the development of multiliteracies in the context of transnational migration and new media of communication. Data consisted of screen recordings of the youth’s digital practices, interviews, and observations. Data analyses included qualitative coding procedures and orthographic analysis of the use of multiple dialects and languages in the youth’s instant messaging exchanges. These exchanges illustrate the process of social and semiotic design through which the youth developed simultaneous affiliations with her local Chinese immigrant community, a translocal network of Asian-American youth, and transnational relationships with her peers in China. The construction of transnational networks represents the desire of the youth to develop the literate repertoire that would enable her to thrive in multiple linguistic communities across countries and mobilize resources within these communities. This study contributes to new conceptual directions for understanding translocal forms of linguistic diversity mediated by digital technologies and an expanded view of the literate repertoire and cultural resources of migrant youth. As such, this study’s contributions are not limited to the domain of digital literacies but extend to issues of linguistic diversity and adolescent literacy development in contexts of migration.

> Summary

The study explores how an adolescent immigrant, Kaiyee, utilizes instant messaging (IM) to navigate and maintain affiliations across local, translocal, and transnational communities, particularly between the United States and China.
It highlights the role of digital communication in fostering multilingual networks and the development of literacy practices that reflect her migratory history.
The research emphasizes the importance of recognizing the diverse linguistic and cultural resources of migrant youth in educational contexts to enhance their literacy development.
Kaiyee’s experiences illustrate the complexities of identity and language in a transnational context.

> Problem statement

The paper examines how an immigrant youth utilizes instant messaging (IM) to navigate social relationships across multiple linguistic and cultural communities in different countries.
It aims to explore the impact of participation in multilingual and transgeographic online networks on her literacy use and learning.
The study seeks to expand the understanding of literacy development in relation to ethnic and linguistic diversity mediated by digital communications, rather than generalizing findings.
It highlights the need for a broader perspective on literacy that encompasses diverse textual practices in a globalizing society.

> Methods used

The study employed a qualitative case study approach focusing on an adolescent immigrant named Kaiyee, analyzing her social networks and language use through instant messaging (IM) exchanges.
Data collection involved screen recording real-time IM exchanges with selected friends, resulting in 14 hours of recorded dialogues.
Eight semi-structured interviews were conducted with Kaiyee, exploring her daily IM routines and reflecting on her language use.
Inductive coding was applied to analyze the content of IM exchanges, focusing on the use of multiple dialects and languages.
Observations of Kaiyee’s school activities and informal interviews with her teachers supplemented the data.

> Practical implications

The study suggests that educational practices should leverage the multilingual literate repertoire of youth migrants to enhance learning experiences. This involves recognizing and utilizing the diverse social, cultural, and semiotic networks that these students engage with across borders.
It advocates for a transnational framing of curriculum topics, allowing students to draw from their experiences and perspectives to approach issues from multiple viewpoints.
Additionally, it emphasizes the need for further research to understand how different migrant backgrounds influence literacy practices and the use of digital communication technologies.