Crafting stories and cracking codes in a Canadian elementary school

Lemieux, Amélie; Rowsell, Jennifer

doi:10.4324/9781003049241-11

Cited by 5 publications

(17 citation statements)

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“…Scratch-made narratives include premade characters and avatars that are difficult to 'fit' into predetermined storylines (e.g., Cinderella). As other studies have found, these constraints at times allow for posthuman play, whereby animated characters become the story, and students engage with them as a result, as opposed to the contrary (Lemieux & Rowsell, 2021;Rowsell et al, 2018). Grace noted this limitation in her MakerMap (Figure 2, under Additional moments II).…”

Section: Documenting Teachers' Affinities Between Storytelling Coding...mentioning

confidence: 93%

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

Lemieux

Mason

2022

CJLT

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This article considers how documentation enriches literacies learning in higher education, specifically in a graduate course designed for language teachers. Building on a one-year research study with graduate students at a university in the Atlantic region of Canada, the authors demonstrate how participant-generated documentation, including cartography, presents relational understandings impacting literacies. Specifically, the authors look at a case study of two teachers enrolled in a graduate literacy course who crafted and designed digital stories using Scratch and used multimodal dimensions from music to animation and movement. Teachers’ documentation challenges the idea that making is solely a question of doing, and considers instead long-lasting processes that influence teacher practice and development.

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Section: Documenting Teachers' Affinities Between Storytelling Coding...mentioning

confidence: 93%

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

Lemieux

Mason

2022

CJLT

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“…Recently, critical literacy scholars have used innovative arts-based methods to study children's aesthetic choices when engaging multiple senses in reading, and the rich sensory possibilities in children's self-created stories (Kuby and Rowsell, 2017;Lemieux and Rowsell, 2020). In early childhood practice, arts-based methods have brought together interests in multisensory aspects of learning, especially with infants (Shin, 2021) and children with special educational needs (e.g.…”

Section: Mode-dominated Studies Of Reading For Pleasurementioning

confidence: 99%

“…The contribution of individual modes to the moving and sensing body in literacy is richly conceptualised by Manning and Massumi (2014: 114), who suggest that literacy participation implies ‘reorganizing the body itself, in its commotion with other bodies. It means activating collective rhythm on the level of a relational movement, a level on which form does not single out’.…”

Section: Key Issues In Contemporary Reading-for-pleasure Studiesmentioning

confidence: 99%

“…It means activating collective rhythm on the level of a relational movement, a level on which form does not single out’. Manning and Massumi (2014) describe how dancers use the surface of their skin as an organ for visualising whole-body movement, and apply the concept of proprioception to explain how the flow of affective experience occurs in digital environments.…”

Section: Key Issues In Contemporary Reading-for-pleasure Studiesmentioning

confidence: 99%

“…Although it has not yet been formally investigated, the concept of affective proprioception has strong parallels with the description of a psychological flow (Harvey et al, 1998), which occurs during reading immersion when children enjoy being transported into their favourite story world (Aliagas and Margallo, 2017). Sensory reading connects to Manning and Massumi’s (2014) notion of proprioception in relation to the new possibilities of affective reading experiences.…”

Section: Key Issues In Contemporary Reading-for-pleasure Studiesmentioning

confidence: 99%

See 2 more Smart Citations

The explanatory power of sensory reading for early childhood research: The role of hidden senses

Kucirkova

2022

Contemporary Issues in Early Childhood

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Sensory reading refers to reading that engages all six of the human senses – vison, hearing, touch, gustation, olfaction and proprioception. The author proposes that increased attention be paid to the three ‘hidden’ senses of gustation, olfaction and proprioception to advance innovative reading studies. She articulates the problematic of visually dominated multimodal research and print–digital media comparison studies, and extends the reading field to sensory reading that is not tied to a specific medium or mode of engagement but mediated by individualised sensory stimuli. This cross-disciplinary discussion of sensory reading opens up a new vista for affective literacies and integrates the tensions that emerge between psychological and new media studies concerned with material, ephemeral and embodied reading. This approach refines Rosenblatt's transaction theory and contributes new insights into materiality, ephemerality and the embodiment of reading, which dominate contemporary reading studies.

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“Back Then it was Only Men Who Worked in These Kinds of Fields”: Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research

Lemieux

2023

Reading Research Quarterly

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This article delves into moments of affect, puncturing the exchanges between an early career 2SLGBTQ+ researcher and a group of Canadian adolescents, mostly composed of girls, who developed a ClayMation video to take the pulse of emerging vibrancies in maker literacies. Among these dynamisms came the matter of gender in the research project. Adopting a dynamic framework that builds on affect theory coupled with queer phenomenology to frame an affective researcher positionality, the author addresses implications of de/constructing gender with/in maker literacies work. To situate her queer positionality, she explores the possibility of coexisting truths in the relationalities that took place in space‐multiplicities of the makerspace, and during moments where she was driving to the research site, going home, taking part in conversations, or drafting notes. Related student data are presented through posthuman vignettes comprised of situated dynamisms between recorded open‐ended interviews, adolescent maps inspired by Hamon's situated geographies, field notes, and digital compositions. Implications for research and practice include: ways of becoming‐with data otherwise and attending to affective phenomena in the context of maker literacies, with the overall aim of de/constructing gender binaries. The author concludes with research and practical implications for literacies work, specifically in co‐constructing methodologies and designs that help reimagine more equitable maker literacies futures.

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Crafting stories and cracking codes in a Canadian elementary school

Cited by 5 publications

References 1 publication

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

The explanatory power of sensory reading for early childhood research: The role of hidden senses

“Back Then it was Only Men Who Worked in These Kinds of Fields”: Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research

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