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Technical Data

  • Principal Investigator: Dr. Raúl Alberto Mora
  • Co-investigators: Dianne Barahona, MaJo Correa, Mariana Gómez, Juan José González, Mariana Jaramillo, Natalia P. Roldán, Shara Shalome Ramírez Medina, Nicolás R. R., Camila Vargas-Sierra
  • Support team: Elizabeth Agudelo, Stefany López-Quintero, Daniel Saldarriaga Hincapié
  • Design stage: July 2022-August 2023
  • Data collection stage: Since August 2023
  • Data analysis stage: Starting September 2024

A Quick Recap of Phases 1-3

Since 2013, #TeamCaL has inquired about the presence of second language literacy practices (mostly English, but our data has expanded to any language rather than Spanish) in the city, musing over time how these languages help shape a new understanding of the city. We emphasize here the idea of musing because while it holds true that we have data that describes where and how all those L2 literacies have surfaced, we have never fully asked the question about the overall understanding. During this time, we also proposed a constantly mutating conceptual framework we coined “City as Literacy” (Herrera & Jaramillo, 2020; Mora, et al., 2015, 2016a, 2016b, 2018, 2021) to talk about this connection between literacies and our view of the city. This framework has evolved throughout the three previous phases of our project, looking at messages in static locations (physical spaces), as language in transit and individual narratives (cultural spaces) and as socially constructed narratives (community spaces). 

Emerging Questions About the City

As we revisited the data from the previous phases, a series of questions started emerging: What are the different ways in which we construct and make sense of the city? How are our language experiences morphing as a consequence of inhabiting the multiple spaces of, in our case, “Medellín City”? What new possibilities for learning, collaboration, and re/co/constructing the city can the presence of these languages afford us? It is important to situate this question in light of the existing D/discourses (Gee, 1999) about languages (and bilingualism) in Medellín, our hometown and current place of residence for most of our team (for disclosure, our PI was raised in Medellín but recently relocated to Norway), as not all of our team was born in this city (our life journeys will eventually add a layer of complexity to this relationship, but we will return to this later). 

Third Space:
​A New Layer for our CaL Framework

In our conversations about the next frontier of this project, we agreed that the idea of Third Space is a concept that will add a further layer of mutation to the City as Literacy framework. Although we had made references to this idea back in Phase 1, with direct mentions to Edward Soja’s work in Phase 1, only now are we adding this to the framework directly. For this phase, we will draw from ideas about Third Space by Edward Soja (1996, in Schuck, et al. 2016) and Kris Gutiérrez (Gutiérrez, 2008; Gutiérrez, et al., 1999).

For this study, even though we draw from the previous work, Stefany and Daniel proposed a working definition for Third Space. This is the definition that guides this project:
Third Space is a learning zone, recognizable through counter-scripts or counter-discourses from symbolic and epistemic settings. The Third Space, therefore, becomes critical consciousness, as it involves social, historical, and cultural aspects in the participants of that zone. The way connotations change depends entirely on the discourse.

(López-Quintero & Saldarriaga Hincapié, 2023, Defining the Term, pa. 2) - LSLP Micro-Paper 91


Revisiting the Routes, Again,
​"For the First Time" 

We make that brief reference to that famous poem by T.S. Eliot as it illustrates where we stand. As we envision Phase 4 to be the launchpad for the retcon longitudinal study, we find it fitting to return to some of the routes we had profiled for the previous three phases, return to the original data sets, update them with new data, and go deeper in our polyangulated data analysis with the current team. In this process, we also returned to routes that we had profiled but didn't take off due to lack of time or invested researchers.

As always, we have let each researcher look at the existing routes and choose the ones that interests them. This is the current outlook for our Phase 4 routes:
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© 2024 Literacies in Second Languages Project
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(All banner photos for this website were created by Dr. Berry using Midjourney)
  • A Dream Called LSLP
    • Mission, Vission, Values
    • Our History
    • Expanding our Dream
  • Leadership & Networking
    • Leadership
    • LSLP Worldwide
  • Our Research Agenda
    • Research Manifesto >
      • 2023 Divergent Award
    • Community Literacies - #TeamCaL >
      • Meet #TeamCaL
      • CaL Phase 4
      • CaL Phase 1
      • CaL Phase 2
      • CaL Phase 3
    • Gaming Literacies - #TeamLaV >
      • Meet #TeamLaV
      • LaV Stage 3A
      • LaV Stage 3B
      • LaV Stage 1
      • LaV Stage 2
      • LaV Beyond
    • Literacies and Language Education - #TeamLiLE >
      • Meet #TeamLiLE
      • Stories In and From Our Classrooms
      • Academic Literacies Through Micro-Writing
      • Multimodal Critical Des(ai)gn
  • Academic Production
    • LSLP Micro-Papers
    • Our Publications
    • Terminal Works
    • Our Presentations >
      • International Presentations
      • National and Local Presentations
      • Webinars and Talks
  • Contact