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Multilayered and multimodal: capturing literacy events in classrooms (Society for Research into Higher Education, 9 Dec 2013)
Transcript of Multilayered and multimodal: capturing literacy events in classrooms (Society for Research into Higher Education, 9 Dec 2013)
School of Education, University of Leeds
@linguistics12 | ibrarspace.net | firstname.lastname@example.org
new understandings of literacy
evolution of methodologies
Sociomateriality = constitutive entanglements of 'social' and 'material' elements = ambiguous ontology, as any human/thing is "inescapably constructed out of social and as well material components"
(Sørensen 2009, 60)
echoing Haraway, Barad, Latour, Law, etc
Intersection/interaction of sociomaterial practices
Ethnomethodology (workplace studies: Heath et al)
Following the 'actors'
Tracing the associations
Video analysis (e.g. Knoblauch 2012)
Capturing what actually happens when people write in classrooms
What are the digital literacy practices of adult learners when doing written work (e.g. assignments) in a classroom?
How do these digital literacy practices relate to the digital demands of the programmes of study?
How do these digital literacy practices relate to the learners’ backgrounds and 'personal' digital literacy practices?
How are course assignments constructed?
Literacy Studies - Literacy 'events' and 'practices' (Heath, Street, Barton, Hamilton, Ivanic, Baynham, etc)
Digital literacy theory (Lankshear & Knobel, Lea, Goodfellow, etc)
*How* digital literacies are examined also requires exploration, in order to 'open up' new and interesting educational 'black-boxes' created by digital environments
Researchers therefore need to explore and refine innovative methodological approaches that capture and track learning [
or digital literacy
] as it flourishes.
Caperton and Gee (2010)
From the above framings:
'digital literacy event' as a unit of analysis
= observable occasions in which digital text is central and where meanings are “mediated by texts that are produced, received, distributed, exchanged, etc., via digital codification” (Lankshear and Knobel 2008, 5)
Literacy - arises from sociomaterial practices
Latour (2004, 227) argues against a priori divisions of ‘social’ and ‘material’ elements by asking us to envisage a battlefield with soldiers:
[A]ccount for the dynamic of a battle by imagining, first, a group of soldiers and officers stark naked; second, a heap of paraphernalia—tanks, paperwork, uniforms—and then claim that ‘of course there exists some (dialectical) relation between the two’... [T]here exists no relation whatsoever between the material and the social world, because it is the division that is first of all a complete artefact. To abandon the division is not to “relate” the heap of naked soldiers with the heap of material stuff, it is to rethink the whole assemblage from top to bottom and from beginning to end.
SRHE - Society for Research into Higher Education
Newer Researchers' Conference
Experiencing Higher Education: Global Trends and Transformations
Celtic Manor, Newport, Wales, UK
A 'dynamic transcript'
Recent thesis-related works:
de Roock, R. and Bhatt, I. (submitted).
Sociomateriality and sub rosa digital literacies
, Part of a double actor-network theory symposium organised by Steve Wright for the 9th International Conference on Networked Learning 2014
Bhatt, I. (2013).
The sociomaterial workings of a college writing assignment
, The Society for Research into Higher Education (SRHE) Annual Research Conference 2013 (Dec, 2013).
Bhatt, I. and de Roock, R. (forthcoming, 2013).
Capturing the Sociomateriality of Digital Literacy Events
, Research in Learning Technology.
Bhatt, I. (2012)
Digital literacy practices and their layered multiplicity
, Educational Media International, vol. 49, no. 4, pp. 289-301.
digital literacy events
= messy entanglements
Barad, K. M. (2007) Meeting the universe halfway: quantum physics and the entanglement of matter and meaning, Duke University Press; Chesham : Combined Academic [distributor], Durham, N.C.
Barton, D. (2001) 'Directions for Literacy Research: Analysing Language and Social Practices in a Textually Mediated World', Language and Education, vol. 15, no. 2, pp. 92-104.
Caperton, I. H. (2010) 'Toward a Theory of Game-Media Literacy: Playing and Building as Reading and Writing', International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), vol. 2, no. 1, pp. 1-16.
Heath, C., Knoblauch, H. & Luff, P. (2000) 'Technology and social interaction: the emergence of ‘workplace studies’', The British Journal of Sociology, vol. 51, no. 2, pp. 299-320.
Knoblauch, H. (2012) 'Introduction to the special issue of Qualitative Research: video-analysis and videography', Qualitative Research, vol. 12, no. 3, pp. 251-254.
Lankshear, C. & Knobel, M. (2008) Digital literacies: concepts, policies and practices, Peter Lang, Oxford.
Latour, B. (2004) 'Nonhumans', in Patterned ground: entanglements of nature and culture, Harrison, S., Pile, S. & Thrift, N. J. (Eds.), Reaktion, London, pp. 224-227.
Law, J. (2012) 'Collateral realities', in The Politics of Knowledge, Rubio, F. D. & Baert, P. (Eds.), Routledge, London, pp. 156-178.
Sørensen, E. (2010) The materiality of learning: technology and knowledge in educational practice, Cambridge University Press, Cambridge.
and materialise in relations/configurations
over different spatialities & temporalities
Challenges at every stage
- an unobtrusive but invasive technique
- coding, transcribing, rendering, and presenting
The issue is not just epistemological, it's
(Barad) through 'reassembling' the 'digital literacy event'
I enact my data in my attempt to capture it for you; a "putative reality" (Law 2012)
- CAQDAS tools, screen cast software, and cameras
Intrusions of 'material' agencies, are inescapable in our digital literacy practices, and best understood as acquiring their characteristics through their interpenetration with humans.
So the entirety of the interactional context—human and non-human, online and offline—needs to be examined
Setting up of video recording
Choosing and implementing screen recording software (audio, webcam video, and screen recording)
Coding and logging
Analysis - considerations of other sources of data
Screenshots for presentations
Data capture decisions
(From Bhatt & de Roock 2013)