Learning Along Lines: Locative Literacies for Reading and Writing the City
Learning Along Lines: Locative Literacies for Reading and Writing the City
复制标题
沿着线索学习：阅读和书写城市的方位素养
DOI：
10.1080/10508406.2017.1307198
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发表时间：
2017
影响因子：
3.8
通讯作者：
Taylor, Katie Headrick
中科院分区：
文献类型：
--
作者：
Taylor, Katie Headrick
“Everyware”范例为通过城市空间使用技术进行移动学习开辟了新的可能性，同时也提出了关于用户理解和使用这些技术产生的数字痕迹所需的新兴识字能力的问题。本文发展了地方文学，作为一种理解以地方为基础的、数字化的阅读和书写城市尺度上不同表现形式的方式。我探索了一个新的分析单元，沿线学习，作为一种工具来支持学习环境的设计和分析，其中年轻学习者的主要参与模式是城市中的物理和数字移动。在一项设计研究中，年轻人制作了他们所在社区的反地图，与城市利益相关者分享，由此产生了循序渐进的学习。使用时空框架，我分析了年轻人通过一个设计的任务，全球定位系统(GPS)绘图，沿着他们对周围社区的线条学习当地文化。首先，我的重点是年轻人学习将他们的流动性扩展到一个社区网格，沿着他们通过走路和手势形成的线条。其次，我关注的是年轻人，他们拿着地图和GPS设备在他们的社区里走来走去，学习按照他们留下的线条谈判碑文。第三，我把重点放在年轻人学习回忆他们体现的努力，沿着他们在反思时刻漫不经心地做出的路线。这些分析旨在推动该领域在概念化和设计学习地方文化的新形式方面对流动性的理解。沿着字里行间的学习，人类不仅作为文本的消费者或生产者，而且作为文本的一部分，作为他们填充的文本的识字代理人。
The “everyware” paradigm opens up new possibilities for learning on-the-move with technologies through urban spaces while also raising questions about emerging literacies required of users to understand and use the digital traces these technologies generate. This article develops locative literacies as a way of understanding place-based, digital modes of reading and writing different representational forms at the scale of the city. I explore a new analytic unit, learning along lines, as a tool for supporting the design and analysis of learning contexts where the leading mode of engagement for young learners was physical and digital mobility through the city. Learning along lines emerged from a design study in which youth produced counter-maps of their neighborhood to share with city stakeholders. Using a spatiotemporal framewo rk, I analyze youth learning locative literacies along lines they made of their neighborhood through a designed task, global positioning system (GPS) drawing. First, I focus on young people learning to scale their mobility to a neighborhood grid along lines they made through walking and gesture. Second, I focus on young people learning to negotiate inscriptions along lines they made by walking with maps and GPS devices through their neighborhood. Third, I focus on youth learning to re-member their embodied effort along lines they made discursively during moments of reflection. The analyses are intended to push the field’s understanding of mobility in conceptualizing and designing new forms of learning locative literacies. Learning along lines foregrounds humans not merely as consumers or generators of texts but as being part of that text, literacy agents of a text they populate.
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