Points of view: reconceptualising literacies through an exploration of adult and child interactions in a virtual world

Abstract

This article explores theoretical and methodological issues in literacy studies emerging from an investigation of how children and adults make meanings when virtual worlds are embedded in classroom contexts. Drawing on the work of Law and Mol and Kwa's exploration of ‘baroque complexity’, it highlights the importance of recognising and interrogating multiplicity in examining interactions through and around texts. The implications of this, we suggest, go beyond research into literacies in digital environments to raise questions about how we theorise and research literacies more generally. In particular, this leads us to re‐examine the use of the literacy event as a unit of analysis. We argue that these issues are particularly important at a time when diverse and multiple literacies collide with educational policies that reduce literacies to ‘the basics’ and to simple models that prescribe what is learned.

‘Friending someone means just adding them to your friends list, not much else’

“…Drawing on theories from the sociology of childhood, the analysis highlights that there are many different ways of being online that are shaped and given meaning within sociocultural contexts (James et al, 1998). The analysis does not refute the evidence discussed in the literature review; rather, the analysis shows that both constructions have a tendency to elide children into a single category that ignores children's everyday lives and how these shape their experiences of online risks and opportunities (Burnett and Merchant, 2014;Livingstone and Helsper, 2007).…”

Watching young children “play” with information technology: Everyday life information seeking in the home

“…For decades, education researchers have explored preschoolers' experiences with technology, focusing on pedagogy and/or curriculum in school environments (Burnett & Merchant, 2014;Clements & Sarama, 2007;Gimbert & Cristol, 2004;Kalogiannakis & Zaranis, 2012;Willett, Robinson, & Marsh, 2009;Theobald et al, 2016). Using computers to teach literacy skills to young children is one key area of this research (Burnett, 2010;Labbo & Reinking, 2003;Lankshear & Knobel, 2003;Plowman, Stephen, & McPake, 2010a, 2010bStephen, McPake, Plowman, & Berch-Heyman, 2008).…”

Layering Literacies and Contemporary Learning

“…Tiffany's movement across literacy practices provides additional insight into contemporary learning. Current research addresses embodied meaning making (Leander & Boldt, ) across porous spaces (Burnett & Merchant, ) and recognizes how student‐driven, socially supported literacies can have multiple entry points and directionalities (Abrams, , ; Curwood, Magnifico, & Lammers, ; Ito et al., ). The introductory vignette, gleaned from qualitative field notes, captures adolescent meaning making that Sandra (first author) has observed while researching video game play in public libraries over the past five years.…”