From boundaries to entangled story lines: untangling young people’s material and immaterial storied practices

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning Media and Technology Pub Date : 2023-08-18 DOI:10.1080/17439884.2023.2244878

J. Rowsell, H. Arnseth, Paulina Ruiz Cabello

引用次数: 1

Abstract

ABSTRACT In this article, we consider the notion of entangled stories to account for ways that young people assemble stories in generative ways. We draw on Tim Ingold’s theorising of lines, movement, and storied knowledge to account for the visible/material and invisible/immaterial entanglements that happen when young people design multimodal storied worlds and illustrate these entanglements through three school projects in Canada, Norway, and Chile. Literacy studies and the learning sciences have made important contributions to understanding the complexities of meaning-making practices with digital technologies across formal and informal contexts. Yet, there is still work to be done to describe, extrapolate, and theorise digital-material practices and trajectories that young people engage in when they design and craft multimodal compositions.

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从边界到纠缠的故事线:解开年轻人物质与非物质的故事实践

在本文中，我们考虑了纠缠故事的概念，以解释年轻人以生成方式组合故事的方式。我们借鉴了Tim Ingold关于线条、运动和故事知识的理论，来解释年轻人在设计多模式故事世界时出现的可见/物质和不可见/非物质的纠缠，并通过加拿大、挪威和智利的三个学校项目来说明这些纠缠。扫盲研究和学习科学为理解在正式和非正式环境中使用数字技术的意义生成实践的复杂性做出了重要贡献。然而，在描述、推断和理论化年轻人在设计和制作多模态作品时所从事的数字材料实践和轨迹方面，仍有很多工作要做。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.