Treading softly in the enchanted forest: exploring the integration of iPads in a participatory theatre education programme

Burnett, Cathy; Parry, Becky; Merchant, Guy; Storey, Vicky

doi:10.1080/1554480x.2019.1696199

Cited by 16 publications

(17 citation statements)

References 19 publications

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“…Drawing on our research on children's storying in nature with augmented reality technology, I have shown how technologies can be conceptualised as agentive participants in the unfolding of activities that together with other actors including children, other humans, and nonhuman entities create an improvisational space for worldling -that entails attending to the complex relations of the human and more-than-human worlds (Haraway, 2016). It is these shifting relational entanglements that researchers and educators need to sensitise to understand the potentialities and challenges that emerge (Burnett, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Nordic Childhoods in the Digital Age

Kumpulainen¹,

Kajamaa²,

Erstad³

et al. 2022

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Section: Discussionmentioning

confidence: 99%

Nordic Childhoods in the Digital Age

Kumpulainen¹,

Kajamaa²,

Erstad³

et al. 2022

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“…The next example we share is from a previous project in a primary school where Burnett, et al, (2019a;2019b) explored the integration of iPads into an existing pedagogic approach developed by a participatory theatre company. Rather than plan specific uses of iPads, they were introduced into the project as just one of many possible resources in the year 4 (age 8-9) classroom, to be used when any of the participants identified a possible use.…”

Section: Video Diaries In An Imaginary Communitymentioning

confidence: 99%

Emergent digital authoring: Playful tinkering with mode, media, and technology

Parry

Taylor

2021

Theory Into Practice

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This article utilises the term 'digital authoring' in order to explore the ways in which children create multi-modal, digital media texts. Drawing on the notion of 'emergent literacy' we share vignettes from different pedagogical and research contexts where children use media to tell stories in different forms with different technologies. These accounts demonstrate the value to children of opportunities to make volitional choices about the mode, media and form of their own texts. We reflect on moments of authoring in our vignettes which provide insights into the intrinsic pedagogic affordances of cultural practices such as vlogging and video diaries situated as they are, in wider socio-cultural practices. In doing so, we draw on the notion of 'playful tinkering' as a key pedagogical approach which recognises the value of children's volitional engagements with digital media, to their emerging skills and dispositions as authors of digital media texts. Generations of children have grown up reading film, television and videogame textsand in recent years we have come to know more about how young children learn to read complex moving image media (Bazalgette, 2018). For example, to understand a film, children have to develop an awareness of continuity editing, so that they recognise that time has passed or a journey has been taken. They learn to read the cues for this, such as a cut or a fade, through repeated watching of favourite media, just as they learn how language can shift us forwards and back in time and how images can use perspective to indicate a pathway. Children engage simultaneously with multiple modes (Burn, 2017) such as sound and image in order to make meaning from the media they engage with. However, the means by which children learn to use their knowledge of the signification systems of the different modes in the texts they make, is less well understood, particularly outside formal learning contexts. Until recently the possibility for young children to create film or even still images as an everyday literacy practice has been limited. However, due to the increased capabilities of

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“…According to our sociomaterially informed approach, both humans and non-humans act on one another as they come into relation to produce relational effects, including empathy (Burnett et al, 2020). Therefore, in our inquiry, we investigate how materiality co-participates in children's storying activities as it comes into relation with other human and nonhuman materialities.…”

Section: Conceptual Grounding: Researching and Understanding Empathetic Encountersmentioning

confidence: 99%

“…In the third phase of our analysis, we zoomed our inquiry into the identified events of empathy to investigate more closely how empathetic encounters emerged across the children, adults, technology and the morethan-human world. Following the sociomaterial analysis similar to Burnett et al (2020), in this analysis phase, we focused on: • how the participants -on-and off-screen, human (children, researchers, teachers) and non-human (the AR app, digital devices, Julle character, materials and objects, texts, etc.) contributed to the generation of empathetic encounters; • how empathy unfolded in the children's augmented storying between participants, whether physically co-present or on-screen, human or not; and • the scope and diversity of empathetic encounters.…”

Section: Analysis Proceduresmentioning

confidence: 99%

Empathetic encounters of children’s augmented storying across the human and more-than-human worlds

Kumpulainen

Renlund

Byman

et al. 2021

International Studies in Sociology of Education

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This study brings empathy to the centre of literacy practice by investigating children's augmented storying as it was related to empathetic encounters across the human and more-than-human worlds. The study applies sociomaterial theorising that defines empathy as relational and emergent across human-material-spatial-temporal assemblages. The empirical study was situated in a Finnish primary school in which children used an augmented story-crafting tool (MyAR Julle) to explore their local environment and to create and share their stories. The findings show how empathy emerged situationally across the children, other human beings, materials, technology and the natural world. The empathetic encounters of the children's narratives were more than romantic or smooth encounters, instead competing and in tension with one another, calling moral reasoning and agency. The study shows the potential of sociomaterial theorising to change the way we think about children's encounters with the world, using empathy as a framework.

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Treading softly in the enchanted forest: exploring the integration of iPads in a participatory theatre education programme

Abstract: Treading softly in the enchanted forest: exploring the integration of iPads in a participatory theatre education programme. Pedagogies: An Iternational Journal.

Cited by 16 publications

References 19 publications

Nordic Childhoods in the Digital Age

Nordic Childhoods in the Digital Age

Emergent digital authoring: Playful tinkering with mode, media, and technology

Empathetic encounters of children’s augmented storying across the human and more-than-human worlds

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