Sense-making through Touch Interaction with a Picturebook App

Søyland, Lovise; Gulliksen, Marte Sørebø

doi:10.18261/issn.2000-7493-2019-01-02

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Rhedin 1992, Druker 2008, White 2011, Bjørlo 2018) and has received renewed accentuation in recent years due to the many possibilities that come with digitalization (Henkel 2017, Kurwinkel 2018 and three anthologies edited by Tønnessen 2014, Kümmerling-Meibauer &Surmatz 2011, andWeinkauf, Dettmar, Möbius &Tomkowiak 2014). Nordic Journal of ChildLit Aesthetics excels at having an extensive collection of articles thematizing intermedial conditions related to digital literature for children and children's reading of this literature (Schwebs 2014, Turrión 2014, Al-Yaqout & Nikolajeva 2015, Henkel 2015, Søyland & Gulliksen 2019, Guanio-Uluru 2019and Hagen 2019. In light of the pronounced presence of intermedial conditions in the literature for children and young adults, it is, however, remarkable that this approach is rarely applied throughout as a strategy of analysis and, when applied, then only on a limited text corpus.…”

Section: Theoretical and Methodological Frameworkmentioning

confidence: 99%

In-Between. Intermedial understanding and analysis of children’s literature

Henkel¹

2021

BLFT

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Section: Theoretical and Methodological Frameworkmentioning

confidence: 99%

In-Between. Intermedial understanding and analysis of children’s literature

Henkel¹

2021

BLFT

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“…In accordance, digital picture books make use of a wide range of communication forms and telling modes (Schwebs 2014). Picture book apps can, for instance, add audiovisual effects to storytelling or invite users in physical interaction with the app (Søyland and Gulliksen 2019). These features distinguish book apps from standard e-books (Al-Yaqout and Nikolajeva 2015).…”

Section: Playing With the Book: Children's Books And Book Appsmentioning

confidence: 99%

The Playful Affordances of Picture Book Apps for Children

Järvenpää

2021

EJCGC

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The tradition of children’s literature has evolved side by side with the market of children’s entertainment, games, and toys. The selection of contemporary print products includes a wide variety of materially or technologically enhanced picture books. This background is rarely considered in the examination of children’s book applications that have attracted scholarly interest after the arrival of smartphones and tablets during the early 2010s.The relationship between picture book apps, mobile games, and digital playthings requires further examination that considers the specific affordances of the mobile platform. Leaning on five case studies, this article examines how picture book apps afford opportunities for a reading experience that contains features characteristic for children’s digital play. For this purpose, I adapt a specific model of close reading that focuses on the visual, auditory, tactile, and performative elements of children’s video games.On the basis of the case studies, it seems that navigating a picture book app requires balancing between different modes of action: reading, playing, and exploring. Engagement with picture book apps has different forms that resemble the features of both traditional print reading and digital play. However, further examination of children’s playful reading practices and intergenerational play is necessary from a premise that recognizes playing with a book as a valuable research topic.

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“…Gulliksen og Søyland har undersøkt bildeboka på skjerm som bildebokapplikasjon og skriv at "Physical interaction is key to a person's capacity to make sense of the world" (Søyland & Gulliksen, 2019, s. 2). Forankra i fleire studiar, alt frå handverk-til laeringsvitskap, viser dei til korleis kroppsleggjort erfaring og laering er nøkkelen til ein person si evne til å skape meining i verda (Sawyer, 2014;Søyland & Gulliksen, 2019).…”

Section: Bakgrunn Digitale Ferdigheiter Berøringsskjerm Og Skaparkraftunclassified

Digitale ferdigheiter som ferdigrett eller råvare?

Høibo

Lerpold²

2020

FormAkademisk

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I det digitaliserte samfunnet i dag skjer ei betydelig endring i læringas materielle føresetnader, frå konkrete og analoge læringsmiljø til digitale og virtuelle. Parallelt med den massive digitale satsinga i nordiske utdanningssystem, har det vekse fram ei globalrørsle kalla the Maker movement. Denne artikkelen undersøker om rørsla kan bidra til ei breiare og fleirfasetert tilnærming til digital kompetanse i K&H, enn den skjermtunge praksisen som til no har dominert. Gjennom studie av læreplanar, læringsteoriar, eigen praksis i feltet, praktiske dømer og den stadig veksande makerrørsla, undersøkes om utdanningssystemet i større grad burde støtte seg til den faglege og forskingsmessige kunnskapen om kropp og materialet si rolle i barns læring når viktige avgjersler om skuleutvikling og digitaliseringa av K&H-faget skal takast?

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Sense-making through Touch Interaction with a Picturebook App

Abstract: Lovise Søyland is a doctoral research fellow at the University of SouthEastern Norway. She has worked as a teacher and researcher in educational arts and crafts studies, specializing in digital technologies at the university since 2011.

Cited by 4 publications

References 15 publications

In-Between. Intermedial understanding and analysis of children’s literature

In-Between. Intermedial understanding and analysis of children’s literature

The Playful Affordances of Picture Book Apps for Children

Digitale ferdigheiter som ferdigrett eller råvare?

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