Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship

Abstract

Digital technologies such as iPads are now ubiquitous in classrooms and family homes, enabling new possibilities for all learners but particularly for those with disabilities. Existing literature explores how children with learning disabilities create and benefit from personalised digital stories but does not unpack theoretical understandings of their ‘authorship’. This paper addresses this gap by proposing an original model of ‘distributed authorship’ with three axes of distribution—interpersonal, technological and temporal—to account for the authorial contributions of young people with learning disabilities. Five families were given an iPad with Pictello storymaking app and instructed to use it with their young person in any way which was engaging for them. Data generation over 12 weeks included weekly diaries, home videos, semi‐structured interviews and story collection. Findings indicated that whilst ability to directly engage with the app varied, all the young people could be said to exert authorial influence on the stories distributed across three axes: support from others, support from the technology itself and incorporation of prior embodied agency. The study has theoretical implications for our understanding of ‘authorship’ as well as implications for pedagogy and practice by reconceptualising severely disabled children as literate learners and co‐authors.