Writing "with" Wearables? Young Children's Intra-Active Authoring and the Sounds of Emplaced Invention

Autor/in	Wargo, Jon M.
Titel	Writing "with" Wearables? Young Children's Intra-Active Authoring and the Sounds of Emplaced Invention
Quelle	In: Journal of Literacy Research, 50 (2018) 4, S.502-523 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X18802880
Schlagwörter	Writing (Composition); Literacy; Young Children; Educational Technology; Technology Uses in Education; Technological Literacy; Creative Writing; Primary Education; Day Camp Programs; Teaching Methods; Auditory Stimuli; Video Technology; Visual Stimuli; Nonverbal Communication; Acoustics; Listening; Collaborative Writing + Suchen Sie Ihr Suchwort? Schreibübung; Alphabetisierung; Schreib- und Lesefähigkeit; Frühe Kindheit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Kreatives Schreiben; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Auditive Stimulation; Non-verbal communication; Nonverbale Kommunikation; Akustik; Hörvorgang; Zuhören
Abstract	Drawing upon conceptual approaches in sound studies, posthuman literacies, and new materialisms, this article highlights how writing for young learners is always already an emplaced invention of "withness." Zeroing in on a diffractive experiment of young children reauthoring Showers's picture book, "The Listening Walk," this study charts how the withness of writing is a communicative project that is all at once elliptical, relational, and coexistent. Reading the literacy desirings and material??discursive intra-actions of 12 young children writing with wearables, the article illuminates how more-than-human ecologies of literacy amplify composition not as a practice of being, but of becoming. Thinking with Henriques's conception of rhythmic elements (periodic pulses, reciprocal resonances, and oscillating overtures), findings are presented as strategic sketches. Attuning to writing as a more-than-human assemblage, this article pedagogically amplifies new be(com)ings of writing and literacy-in-action while theoretically resituating research as a process that thinks "with." (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01