刊讯｜SSCI 期刊 Literacy 2022年第1期

Literacy

Volume 56, Issue 1, January 2022

Literacy（SSCI 二区，2020 IF：1.783）2022年第1期共发文8篇。研究论文涉及跨文化交际、数位叙事、数位素养、身份认同研究等方面。

目录

Special Issue Articles

■  Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point, by Cristina Sylla, Maitê Gil, Íris Susana Pires Pereira, Pages: 3-17.

■  Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying, by Jenny Byman, Kristiina Kumpulainen, Chin-Chin Wong, Jenny Renlund, Pages: 18-28.

■ Storytelling through block play: imagining identities and creative citizenship, by Jonathan Ferreira, Maureen Kendrick, Sam Panangamu, Pages: 29-39.

■  Recognising silence and absence as part of multivocal storytelling in and through picturebooks: migrant learners in South Africa engaging with The Arrival, by Helen Hanna, Pages: 40-49.

■  A bridge across our fears: understanding spoken word poetry in troubled times, by Jen Scott Curwood, Katelyn Jones, Pages: 50-58.

■ Dreams of time and space: exploring digital literacies through playful transmedia storying in school, by Angela Colvert, Pages: 59-72.

■ Weaving critical hope: story making with artists and children through troubled times, by Lisa Stephenson, Alastair Daniel, Vicky Storey, Pages: 73-85.

■ Embracing the unpredictable effect of one person: an interview with Professor Keri Facer, by Keri Facer, Becky Parry, Lucy Taylor, Jessica Bradley, Sabine Little, Pages 86-92.

Announcement

■ The UKLA/Wiley Research in Literacy Education Award, Pages: 93.

摘要

Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point

Cristina Sylla, Maitê Gil, Research Centre on Child Studies, University of Minho, Braga, Portugal; Íris Susana Pires Pereira, Research Centre on Child Studies, University of Minho, Braga, Portugal

Abstract In this paper, we present a descriptive case study of the Mobeybou materials, a kit of tangible and digital tools aimed at offering young children opportunities to read, create and share intercultural stories. The tools comprise a set of story apps that present interactive, multimodal and intercultural stories for children to make meanings with, a digital manipulative (DM) and a storyMaker (a digital replication of the DM) that offer the possibility for embodied, collaborative and creative construction of stories by the children themselves. After presenting the materials, we describe how they evolved as an interface of convergence of several complementary theories. By doing this, our major intention is to contribute to the understanding that the design of tools and technologies aimed at creating meaningful and inclusive opportunities for digital story telling in troubled times is a complex, demanding endeavour, but can also be a powerful tool to address the complexities of the troubled times we are living in.

Key words story  telling,  digital  manipulatives, multimodality, interculturality, early childhood

Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying

Jenny Byman, University of Helsinki, Helsinki, Finland; Kristiina Kumpulainen, University of Helsinki, Helsinki, Finland; Chin-Chin Wong, University of Helsinki, Helsinki, Finland; Jenny Renlund, University of Helsinki, Helsinki, Finland

Abstract In this study, we investigate how digital storying creates opportunities for children to attend to their emotional experiences in and about nature. Following relational ontology and socio-cultural theorising, we focus our analysis on the temporal–spatial entanglements of children's emotional experiences. Our inquiry draws on a case study of two children at a Finnish primary school. Liam and Vera engaged in digital storying in their local forest using an augmented storycrafting app, MyAR Julle. The data were collected during two storying workshops by means of observational field notes, video recordings, interviews with the children and digital artefacts. The results illustrate how engaging in the narrative plot of a fictitious augmented character invited the children to create necessary open-endedness in the activity which further stimulated their storying. The children's experiences were imbued with emotions and distributed across human and non-human actors. The children's digital storying not only communicated their personal emotional experiences in local surroundings, but was also grounded in broader societal narratives, such as climate change and forest conservation, with considerations of the future of the planet. The results suggest how digital storying offers a pedagogical method for early environmental education that builds on children's emotional experiences.

Key words children,  nature,  case  study,  digitalstorying,  emotional  experience,  temporal–spatialentanglements, ecological narrative inquiry

Storytelling through block play: imagining identities and creative citizenship

Jonathan Ferreira, The University of British Columbia, Vancouver, Canada; Maureen Kendrick, The University of British Columbia, Vancouver, Canada; Sam Panangamu, The University of British Columbia, Vancouver, Canada

Abstract In 2021, more than 80 million people worldwide will have been forced to flee their homes. Upon arrival in their new country, families may endure numerous hardships, yet succumbing to these challenges is not their single story. To understand how migrant-background and refugee-background children imagine more liveable futures beyond social and education barriers, financial stress and unresolved emotional issues, our study focuses on the stories that 8- to 10-year-old learners created while playing with building toys and stacking blocks in a Canadian elementary school. Drawing on the interconnected frameworks of story-telling, identity, creative citizenship and play-based pedagogies, our case study of 11 students illustrates that, in response to an invitation to support their real or imagined communities, learners engaged in literacy practices, built on their lived experiences and imagined strong identities to create stories of social responsibility and awareness, emphasising the human needs of securing food and fresh water, ensuring safety, and connecting and caring for the community. Our findings may encourage teachers to consider play-based storytelling to address out-of-school social factors in their classrooms and to capitalise on students' inquiries to design interdisciplinary projects that can develop students' literacies and promote social activism.

Key words creative  citizenship,  identity,  migrant-background and refugee-background children, play, storytelling

Recognising silence and absence as part of multivocal storytelling in and through picturebooks: migrant learners in South Africa engaging with The Arrival

Helen Hanna, Department of Curriculum and Instruction, Education University of Hong Kong, Hong Kong

Abstract This article presents research with migrant primary school learners in South Africa using the wordless picturebook The Arrival (by Shaun Tan) as a research tool. Bringing together the disciplines of literacies and childhood studies, it considers representation, storytelling, absence and silence as part of children's ‘voice’ in order to shed light on communication during fieldwork with Black migrant learners in South Africa. It examines both the absences and/or silences in The Arrival itself and instances where silence was used by participants, potentially as a way of avoiding topics such as children's ‘voice’ and ‘race’. It offers possible explanations for such silence and absence, including that such topics were banal to the learners, too sensitive or controversial and made them feel uncomfortable discussing with a White researcher in a school where the majority of teachers were White, or that the characters were not representative of their racial identities. Ultimately, I argue that the concepts of silence and absence should be considered more carefully when using literature as a tool in research and teaching, as a step towards enabling children to engage with storytelling in a way that is more reflective of their own multivocal stories.

Key words Picturebook, multivocality, silence, absence representation, migrant, primary education

A bridge across our fears: understanding spoken word poetry in troubled times

Jen Scott Curwood, Sydney School of Education and Social Work, The University of Sydney, Sydney, Australia; Katelyn Jones, Elizabeth Macarthur High School, Sydney, Australia 

Abstract Spoken word poetry encourages youth to engage in identity construction, resist oppression and construct counternarratives. Through participating in community-based slams, school workshops and online events, young people can take part in visible activism through exploring their own identity, power and agency and seeing themselves as change agents. In this article, we share longitudinal case studies of two youth poets based in Sydney, Australia. As young women of colour coming of age in troubled times, we consider how poetry offers them a way to engage in story telling and to create counternarratives. We also explore how spoken word allows them to explore their cultural identities, offer testimony about their lived experiences and participate in activism. We situate our research within the COVID-19 pandemic and critically reflect on how the shift online has offered new opportunities whilst also presenting unexpected challenges for youth poets.

Key words case  study, creativity, critical literacy, identity, poetry, story telling, youth culture

Dreams of time and space: exploring digital literacies through playful transmedia storying in school

Angela Colvert, School of Education, Froebel College, University of Roehampton, Roehampton Lane, London, UK

Abstract To support digital literacies in schools, fundamental reorientation and rethinking is required to develop ‘appropriate’ pedagogical practices which are aligned with (and extend) the current curriculum. To achieve this, new flexible frameworks and tools are needed to support educators to work creatively and productively within the current constraints and challenge dominant discourses. Addressing this necessity, I present the findings from a 2-year research project, funded by the British Academy, entitled Playful Pedagogies: Developing New Literacies in the Classroom through the Design and Play of Alternate Reality Games which set out to investigate how engaging teachers in the co-design of an alternate reality game might develop their understanding of digital literacies (their own and those of the children in their classes). The game, ‘Join the DOTS (Dreams of Time and Space)’, provides a fictional context and pedagogical framework for exploring the potential of ‘transmedia storying’ in schools. The associated planning tool and observation frame support teachers to reflect on the skills, critical questions and cultural connections shaped during play and foreground the value of noticing literacy processes as they emerge ‘in the moment’. These have significant implications educators and policy makers and those developing transmedia narratives with and for young people.

Key words ransmedia storytelling, Pedagogies, Digital literacies, Gaming, Primary curriculum

Weaving critical hope: story making with artists and children through troubled times

Lisa Stephenson, School of Education & Childhood, Carnegie School of Education, Leeds Beckett University, UK; Alastair Daniel, Roehampton University, UK; Vicky Storey, Chol Theatre, UK

Abstract Re-imagining Home was a collective immersive story response for children ages 7–12 years during Covid curated by artists from The Story Makers Company. This experience focused on connecting children in new ways through the processes of drama and storying. This paper explores the nuanced responses that children and artists negotiated online/offline story spaces as they lived through these experiences. ARTography (Irwin, 2013) is used as a form of practitioner inquiry from three of the eight artists perspectives, to critically examine the tensions of embedding our affective offline practices online. This includes exploring the rhizomatic ways in which children engaged both online/offline through the artefacts that they shared. The ways in which these hybrid story spaces reflected our affective experiences are explored as the ‘richness of the meanwhile’ (Bogost in Facer 2019, p. 7), described as ‘the dense network of activity going on at any one time’. These shared ‘fragmentary’ stories are explored as a critical pedagogy of hope, considering how the Story Weave offered new possibilities for reimagining future educator practices in troubled times.

Key words affect, children, creativity, critical literacy,drama,  multimodality, new literacies, primaryeducation, posthuman approaches, storytelling

Embracing the unpredictable effect of one person: an interview with Professor Keri Facer

Keri Facer, School of Education, University of Bristol, Bristol, UK; Becky Parry, School of Education, University of Sheffield, Sheffield, UK; Lucy Taylor, University of Leeds, Leeds, UK; Jessica Bradley, School of Education, University of Sheffield, Sheffield, UK; Sabine Little, School of Education, University of Sheffield, Sheffield, UK

Abstract It was a keynote presentation by Professor Keri Facer at the United Kingdom Literacy Association (UKLA) international conference and subsequent article in Literacy that sparked the discussions which inspired the focus of this special issue. In July 2021, with a mix of end of term exhaustion and intellectual exhilaration, we gathered online to interview Keri and do that important activity we rarely manage to achieve in our performative academic culture, that is, to talk and think together. We wanted to share this process with you, and so we present our questions and Keri's responses with minimal editing and with the ‘epistemic hope’1 we felt in that moment and want to share.

Key words storytelling, storying, children, digitalliteracies, climate change, hope

期刊简介

Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.

Literacy 是一本为对识字研究和发展感兴趣的人而编写的参考期刊。其读者群包括从业人员、教师教育工作者、研究人员以及本科生和研究生；该期刊为教育工作者提供了一个讨论问题的平台，通过审查研究证据、反思创新实践的分析报告和审查最近的政策发展。

Keywords: assessment, culture, digital, education, identity, language, literacy, literature, media, policy, reading, talk, teaching, theory, writing

期刊关键词包括：评估、文化、数字、教育、身份、语言、识字、文学、媒体、政策、阅读、谈话、教学、理论、写作。

官网地址：

https://ukla.org/publications/literacy/

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