Burnett / Merchant / Simpson The Case of the iPad

Mobile Literacies in Education
1. Auflage 2017
ISBN: 978-981-10-4364-2
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 277 Seiten

This book brings together an international group of literacy studies scholars who have investigated mobile literacies in a variety of educational settings. Approaching mobility from diverse theoretical perspectives, the book makes a significant contribution to how mobile literacies, and tablets in particular, are being conceptualised in literacy research. The book focuses on tablets, and particularly the iPad, as a prime example of mobile literacies, setting this within the broader context of literacy and mobility.

The book provides inspiration and direction for future research in mobile literacies, based upon 16 chapters that investigate the relationship between tablets and literacy in diverse ways. Together they address the complex and multiple forces associated with the distribution of the technologies themselves and the texts they mediate, and consider how apps, adults and children work together as iPads enter the mesh of practices and material arrangements that constitute the institutional setting.

Cathy Burnett is Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University, where she leads the Language and Literacy in Education Research Group. Her current research interests focus on the relationships between technology, literacy and education. Co-edited collections include New Literacies around the Globe: policy and pedagogy and Literacy, Media, Technology: past, present and future. She is also Vice President of the United Kingdom Literacy Association.

Guy Merchant is Professor of Literacy in Education at Sheffield Institute of Education, Sheffield Hallam University, and is a founding editor of Early Childhood Literacy. He specialises in research into digital literacy and the interrelations between children and young people, and new technologies of communication. He co-authored Web 2.0 for Schools with Julia Davies, and co-edited collections including Virtual Literacies, New Literacies across the Globe, and Literacy, Media, Technology: past, present, future. 

Alyson Simpson is an Associate Professor at the University of Sydney's Sydney School of Education and Social Work. Her research interests include the role of children's literature in education, dialogic learning and the impact of digital technology on reading practices and pedagogy. She has served as a consultant to numerous state and national education bodies, and is the author of The use of children's literature in teaching: A study of politics and professionalism within teacher education.  

Maureen Walsh is an Adjunct Professor at the Faculty of Education and Arts, Australian Catholic University (ACU) and an Honorary Professor at the University of Sydney's Sydney School of  Education and Social Work. She has published in the areas of TESOL, children's literature, reading education and visual literacy. Her research has focused on the impact of digital communication on literacy education and she has developed a theoretical framework based on multimodal literacy in several publications.

Autoren/Hrsg.

Burnett, Cathy

Merchant, Guy

Simpson, Alyson

Walsh, Maureen

Inhaltsverzeichnis

1;Contents;5
2;Editors and Contributors;7
3;List of Figures;9
4;Introduction;10
5;1 The Case of the iPad;13
5.1;Moving Targets;15
5.2;Inside the Case;17
5.3;Smear;19
5.4;Are We Moving?;20
5.5;Are We Learning?;22
5.6;And;24
5.7;References;25
6;2 The Fluid Materiality of Tablets: Examining ‘the iPad Multiple’ in a Primary Classroom;27
6.1;Introduction;27
6.2;Researching Tablets;29
6.3;iPad as Schooled Device;32
6.4;iPad as Plaything;34
6.5;iPad as Community Artefact;35
6.6;iPad as One Among Many Objects;36
6.7;The Fluid Materiality of the ‘Tablet Multiple’;36
6.8;Implications of the iPad Multiple;38
6.9;References;39
7;3 Russian Dolls and Three Forms of Capital: Ecological and Sociological Perspectives on Parents’ Engagement with Young Children’s Tablet Use;42
7.1;Introduction;42
7.2;Ecological and Sociological Perspectives;43
7.3;The Study;45
7.4;Parental Engagement in Young Children’s Use of Tablets;46
7.4.1;Microsystem;46
7.4.2;Mesosystem;51
7.4.3;Exosystem;52
7.4.4;Macrosystem;52
7.4.5;Chronosystem;53
7.5;Conclusion;55
7.6;Acknowledgements;56
7.7;References;56
8;4 Chasing Literacies Across Action Texts and Augmented Realities: E-Books, Animated Apps, and Pokémon Go;59
8.1;Three Models of Literacy Learning in iPad Play;60
8.2;Theoretical Framework for Examining Literacy Learning Models;62
8.3;Methods;63
8.4;Reading an E-Book, a Digital Literacy Illustration;64
8.5;Multiplayer Collaboration with an Animation App, a Participatory Literacy Illustration;66
8.6;Playing Pokémon Go, a Socio-Material Literacy Example;70
8.7;Literacy Models as Waves and Ripples;72
8.8;References;73
9;5 Multimodal Layering: Students Learning with iPads in Primary School Classrooms;77
9.1;Scenario;77
9.2;Introduction;78
9.3;Theoretical Perspective;79
9.4;Epistemological Metaphors;79
9.5;Methodology;82
9.6;Framework for Analysis;84
9.7;Exemplars with Descriptive Analysis;84
9.7.1;Exemplar 1: Reading Phase;85
9.7.2;Exemplar 2: Writing Phase;87
9.7.3;Exemplar 3: Talking and Listening Phase (Private);87
9.7.4;Exemplar 4: Talking and Listening Phase (Public);88
9.7.5;Exemplar 5: Critical Reflection;89
9.8;Coda;90
9.9;Summary;90
9.10;Discussion;91
9.11;Conclusion;93
9.12;References;93
10;6 The New Digital Divide: Digital Technology Policies and Provision in Canada and Australia;96
10.1;Introduction;96
10.2;The Rapid Shifts in the Technology Landscape of Schooling;97
10.2.1;Policy and Centralized/Decentralized Systems;98
10.2.2;Testing and Technology;99
10.2.3;‘Take Up’ of Mobile Devices;100
10.2.4;Bring Your Own Device;101
10.2.5;Domesticating the Device;102
10.2.6;Affordances of iPads;103
10.3;Mapping the Landscape of Provision;103
10.4;Digital Policies and Practices in School and at Home;106
10.5;Risk Management;108
10.6;Surveillance and Control;108
10.7;Technological Shifts in Complex Entangled Environments: Implications for Practice;109
10.8;Acknowledgements;111
10.9;References;111
11;7 Slate-Enabled Literacy Practices in a Futureschool@Singapore Classroom;114
11.1;Mobile and Twenty-First Century Literacies;114
11.2;Researching the Mobile Literacies ‘Ecosystem’;116
11.2.1;National Level;117
11.2.2;School Level;117
11.3;A Classroom Micro-ethnographic Approach;119
11.3.1;Literacy Event 1: Pre-writing;120
11.4;Activity System 1.1––Developing a Coherent Content;120
11.5;Activity System 1.2—Sharing Digital Writing Plan;123
11.5.1;Literacy Event 2: Teacher/Peer Assessment;125
11.6;Activity System 2.1––Peer Assessment;125
11.7;Literacy Practices and Outcomes;129
11.8;Conclusion;130
11.9;References;131
12;8 Apps and Autodidacts: Wayfaring and Emplaced Thinking on iPads;134
12.1;Introduction;134
12.2;Applying Ingold’s Ontology;135
12.3;Tutoring by Design: An iPad-Driven Tutoring Research Study;136
12.3.1;Context;136
12.3.2;Data Analyses;137
12.4;Unpacking Autodidacticism and Its Wayfaring Properties;138
12.5;Focal Case Study: The Case of Cole and His Tablet;140
12.5.1;Journeying Through Cole’s Castle of Mind;140
12.5.2;Cole’s Wayfaring Ways;141
12.5.3;Clashes Between Linear Schooling Models and Rhizomatic Wayfaring Models;144
12.5.4;From Autodidacticism to Design Work;144
12.5.5;Apps as Autodidacts;147
12.6;Following Wayfarers;148
12.7;References;149
13;9 Game 2 Engage: Using iPads to Mediate and Develop Social Relationships in College Learning;152
13.1;Introduction;153
13.2;The Project Participants;154
13.3;Fancy Spaces for Learning;155
13.4;Making IT Personal (MITP);156
13.5;Preparing the Digital Media Students and the Launch Event;156
13.6;Technology: Combining the Mundane and the Exotic;158
13.7;Learning Support Staff and Tandem Learning;160
13.8;Negotiating Identities;161
13.9;Learning at the Mall;162
13.10;Conclusions;163
13.11;Afterword;166
13.12;References;166
14;10 The Affordances of Touchscreen Tablets and Digital Cameras as Tools for Young Children’s Multimodal, Multilingual Composing;168
14.1;Theoretical Frame;169
14.2;Study 1: The Prekindergarten eBook Project;171
14.2.1;Research Context;171
14.2.2;Digital Tools and eBook Composing Routines;171
14.2.3;The Affordances of Digital Tools;173
14.3;Study 2: The Second Grade eBook Project;177
14.3.1;Research Context;178
14.3.2;Digital Tools and eBook Composing Routines;178
14.3.3;The Affordances of Digital Tools;179
14.4;Discussion;183
14.5;References;185
15;11 Personalized Story-Making on the iPad: Opportunities for Developing the Self and Building Closeness with Others;188
15.1;Introduction;188
15.2;Multimedia Personalized Stories;189
15.3;Sociocultural Theories of the Self;189
15.4;Closeness Through Collaborative Story-Making;190
15.5;Methodology;191
15.5.1;Method;192
15.5.1.1;Observation;192
15.5.1.2;Analysis;192
15.6;Findings;194
15.6.1;Personalization Empowers the Child to Have an Emotive Effect on the Immediate Audience;194
15.6.2;Personalization Enables the Child to Reflect on Self-Competencies;195
15.6.3;Personalization Offers a Chance for the Child to Celebrate Important Relationships;196
15.6.4;Personalization Can Connect Different Parts of a Child’s Life;197
15.7;Discussion;198
15.8;References;201
16;12 Children’s Engagement with iPads in Early Years Classrooms: Exploring Peer Cultures and Transforming Practices;203
16.1;Introduction: Touchscreen Devices and Schooled Literacies;203
16.2;Apps, Literacy Goals and Expanding Communicative Repertoires;204
16.3;The Study, Data Collection, Selection and Analysis;206
16.4;Episode 1: Letter Formation—Lucy Traces Letters;207
16.5;Episode 2: Paul Explores a Phonics App;208
16.6;Episode 3: Blaise and Harry Steering the Robot;209
16.7;Episode 4: Amalia, Abida and Sarah Play Lego Friends ©;211
16.8;Discussion: Apps in the Classroom and Print Literacy Goals;213
16.9;Apps, Operational Skills Associated with Touchscreen Devices, and Expanding Repertoires for Meaning Making;214
16.10;Shared Cultural Resources, Emerging Peer Cultures and the Significance of the Material Environment;215
16.11;References;217
17;13 Collaborative and Dialogic Meaning-Making: How Children Engage and Immerse in the Storyworld of a Mobile Game;219
17.1;Introduction;219
17.2;Playing or Reading;220
17.3;Immersion in the Storyworld;222
17.4;Engagement with the Strategic Play of the Game;225
17.5;Collaboration or Competition;227
17.6;Conclusion;229
17.7;Acknowledgements;231
17.8;References;231
18;14 Relational Methodologies for Mobile Literacies: Intra-action, Rhythm, and Atmosphere;234
18.1;Introduction;234
18.2;Moving Methodologies Forward;236
18.3;Moving Methodology from Interaction to Intra-action: The Case of the iPad in Education;237
18.4;Project Background;238
18.5;Rhythms and Atmospheres of New Media Making with iPads;240
18.5.1;Rhythm;240
18.5.2;Atmosphere;245
18.6;Relational Methodologies for Mobile Literacies: Moving Forward with the Past;248
18.7;References;249
19;15 Hands, Fingers and iPads;252
19.1;Introduction;252
19.2;Handy Devices;253
19.3;New Tablets in Young Hands;255
19.4;A Different Story;258
19.5;Lessons in Handiness;259
19.6;Reflections on Touchscreens;260
19.7;References;261
20;16 Mobile Literacies: Moving from the Word to the World;264
20.1;Place in Space: How Mobile Are My Literacies?;266
20.2;Where to Next and What Counts?;270
20.3;References;271
21;Index;273