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Using a case study of one display, the study analyzes ideas and stances represented in artifacts and how multiple data sources form a discursive chain related to social action. Critically oriented discourse analysis interprets dense multimodal artifacts, showing student museum learning as a medium for transformative stances toward youth activism and as a literacy-teaching integration model for multimodal public exhibits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-taking-social-action-critical-literacy-practices-through-school-as-museum-learning/594821/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-taking-social-action-critical-literacy-practices-through-school-as-museum-learning/594821.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the sixth-grade students create at Carter Elementary?","Question",{"text":112,"@type":113},"They designed, curated, and publicly displayed a museum exhibit to expose and confront social justice issues.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze the museum display artifacts?",{"text":117,"@type":113},"It uses critically oriented discourse analysis to interpret densely multimodal artifacts and examine how ideas and stances are embodied and intertextual.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the research focus on the Bullying and Discrimination display?",{"text":121,"@type":113},"The study investigates how students exhibit representations of social action through the multiple literacy practices within that display.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594821,1792171264,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nStudents Taking Social Action: Critical Literacy Practices Through School-As-Museum Learning  \nPermalink  \n[https://escholarship.org/uc/item/9fx1x4c4](https://escholarship.org/uc/item/9fx1x4c4)  \nJournal  \nBerkeley Review of Education, 8(1)  \nAuthors  \nCaffrey, Genevieve Erker  \nRogers, Rebecca  \nPublication Date  \n2018  \nDOI  \n10.5070/B88134957  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://](http://eScholarship.org/uc/ucbgse_bre)[eS](http://eScholarship.org/uc/ucbgse_bre)[cholarship.org/uc/ucbgse_bre](http://eScholarship.org/uc/ucbgse_bre)  \nStudents Taking Social Action: Critical Literacy Practices Through School-As-Museum Learning  \nGenevieve Caffreya1 and Rebecca Rogersb  \naUniversity of Missouri-Columbia  \nbUniversity of Missouri-St. Louis  \nAbstract  \nInspired by critical literacy practices, sixth-grade students at Carter Elementary designed, curated, and publicly displayed a museum exhibit to expose and confront issues of social justice. Through this case study of one display within the exhibit, we analyze the ideas and stances represented in each of its artifacts and investigate how, together, the data sources create a discursive chain in regard to social action. We call on critically oriented discourse analysis (Gee, 2005; Rogers & Mosley Wetzel, 2013) to interpret the densely multimodal artifacts, considering how ideas and stances are embodied and intertextual. Our findings reveal how student-created museum learning can stimulate transformative stances toward social action and serve as powerful mediums for youth activism. The study contributes important insights to the field of literacy studies, particularly how social action can be integrated into teaching and learning processes through multimodal public exhibits.  \nKeywords: critical literacy, transformative practice, social action, multimodality, social justice, equity  \nA group of sixth graders stands at the opening of their student-curated Social Justice Museum Exhibit featuring four thematic displays: (a) Bullying and Discrimination, (b) Environmental and Animal Abuse,(c) Health and Drug Abuse, and (d) Poverty in Systems. Janet, Gabby, Duncan, and Clayton2 are the designers and creators of the Bullying and Discrimination Display. As docents, they introduce their exhibit to a small group of fourth graders from the same school:  \nDuncan: I am one of your tour guides today.  \nGabby: I am Gabby.  \nClayton: Clayton.  \nJanet: I am Janet.  \n1 Correspondence concerning this article should be addressed to: Genevieve Caffrey, University of MissouriColumbia, 211 Townsend Hall, Columbia, MO 65211. Email: [genevievecaffrey@gmail.com](genevievecaffrey@gmail.com).  \n2 All of the names and places in this paper are protected with pseudonyms.  \nBerkeley Review of Education Vol. 8 No. 1, pp. 83–114  \n84 Caffrey & Rogers  \nClayton: We are here to talk about the Discrimination and Bullying Exhibit.  \nJanet: And the rest of the exhibit. But we are going to focus on this for the first part. So this is social justice (points to the opening display of the exhibit shown in Figure 1) . So what we are focusing on is superheroes and villains. And so the villains are the bad people, obviously, Poverty, Health and Drug Abuse, and Environment and Animal Abuse, and Bullying and Discrimination. Those are our villains. And then, we have superheroes that are saving the day and making things right, and not letting people do drugs, and all of this other stuff, and not have poverty happen. So that’s what social justice is.  \nDuncan: Helping the world. So you guys want to read some, go ahead . . .  \n(points to Figure 1, the opening display) .  \nFigure 1. The opening panel to the Social Justice Museum Exhibit introducing student-created superheroes (Justice, Equity, Solidarity, Diversity, and Access) and super villains (BULLE, Environmental Ab","cbCaii65q0rd2dx9","https://ap.wps.com/l/cbCaii65q0rd2dx9","pdf",16030319,34,"English","# Abstract\n# Students’ Social Justice Museum Exhibit\n## Thematic Displays and Docent Introductions\n# School-As-Museum Model\n## Curriculum-Based Exhibit Construction\n# Research Question\n# Related Scholarship","[{\"question\":\"What did the sixth-grade students create at Carter Elementary?\",\"answer\":\"They designed, curated, and publicly displayed a museum exhibit to expose and confront social justice issues.\"},{\"question\":\"How does the study analyze the museum display artifacts?\",\"answer\":\"It uses critically oriented discourse analysis to interpret densely multimodal artifacts and examine how ideas and stances are embodied and intertextual.\"},{\"question\":\"What is the research focus on the Bullying and Discrimination display?\",\"answer\":\"The study investigates how students exhibit representations of social action through the multiple literacy practices within that display.\"}]","Students Taking Social Action - Critical Literacy Practices Through School-As-Museum Learning | PDF",1792079916,86]