‘Go Be a Writer’: Intra-activity with materials, time and space in literacy learning
‘Go Be a Writer’: Intra-activity with materials, time and space in literacy learning
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“成为一名作家”：识字学习中材料、时间和空间的内部活动
DOI：
10.1177/1468798414566702
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发表时间：
2015
影响因子：
1.6
通讯作者：
Jessica M Kirchhofer
中科院分区：
文献类型：
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作者：
Candace R. Kuby;Tara Gutshall Rucker;Jessica M Kirchhofer
这篇文章是基于在一个多模式识字研讨会期间在美国二年级课堂上进行的研究。观察学生使用纸巾、泡沫板、细绳、管道清洁剂和其他材料的情况，我们问道，在203教室，材料、时间和空间的内部活动是如何影响识字学习的？虽然作者的研究伙伴关系跨越了四年，但本文的视频和音频录音、文物以及对儿童的采访集中在第二年的研究上。研究数据的产生和分析采用了教学文献的后结构调查法和理论思维。教学文献不仅关注学生预期的存在和学习方式(在这种情况下，是幼儿课堂中的写作规范)，而且还关注学生写作时发生的意外事件(偏离典型或发展的情况)。用后结构主义和后人文主义理论思考，让我们能够用三种观念来探索时间、空间和材料：偏离预期、成为的概念和与材料的内在活动。我们在两个项目中展示了材料、时间和空间的内在活动：一个3D鸟舍和一个19英尺长的长颈鹿壁画。我们鼓励教育工作者考虑如何扩大对写作的定义，包括与一系列材料的内部行动，为儿童创造学习机会，使他们能够实现渴望拥有多模式人工制品的识字。
This article is based on research in a United States second-grade classroom during a multimodal literacy workshop. Observing students working with tissue paper, foam board, string, pipe cleaners and other materials, we asked how is intra-activity with materials, time and space influencing literacy learning in Room 203? While the research partnership of the authors spanned four years, video and audio recordings, artefacts and interviews with children for this article focus on year two of the research. Poststructural enquiry methods of pedagogical documentation and thinking with theory were used for data production and analysis. Pedagogical documentation focuses not only on the expected ways of being and learning (in this case, the norms of writing in an early childhood classroom) but also on unexpected occurrences (departures from what is typical or developmental) when students write. Thinking with poststructural and posthumanist theories allowed us to explore time, space and materials with three ideas: departures from the expected, the notion of becoming and intra-activity with materials. We illustrate how intra-activity with materials, time and space manifested in two projects: a 3D birdhouse and a 19-foot giraffe mural. We encourage educators to consider how expanded definitions of writing that include intra-actions with a range of materials create learning opportunities for children to live out literacy desiring with multimodal artefacts.