Fabricating Response: Preservice Elementary Teachers Remediating Response to "The Circuit" through 3D Printing and Design

Autor/inn/en	Wargo, Jon M.; Morales, Melita; Corbitt, Alex
Titel	Fabricating Response: Preservice Elementary Teachers Remediating Response to "The Circuit" through 3D Printing and Design
Quelle	In: Curriculum Inquiry, 52 (2022) 5, S.544-570 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wargo, Jon M.) ORCID (Corbitt, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2022.2149028
Schlagwörter	Preservice Teachers; Elementary School Teachers; Computer Peripherals; Printing; Reader Response; Social Sciences; Teaching Methods; Art Education; Manufacturing; Reading Comprehension; Controversial Issues (Course Content); Social Problems; Childrens Literature + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Buchdruck; Drucken; Leserbrief; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Herstellung; Leseverstehen; Controversial issues; Kontroverse; Social problem; Soziales Problem; 'Children''s literature'; Kinderliteratur
Abstract	Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez's "The Circuit: Stories From the Life of a Migrant Child" through additive manufacturing (i.e. 3D printing) and arts-integrated making. Through qualitative analyses of participants' in situ processes and product(s), we identified a range of ideological and material supports and constraints during the digital fabrication process. Reading and responding to text--as mediated actions and events--became iterative spaces wherein individual understandings of text transformed into encounters of difference. Suggesting that participants' artifactual responses at times operated as critical literacy texts, our analyses of 3D fabrication and remediated responses led us to consider how modalities of composition yielded unique affordances and constraints to the ways readers encountered texts and expressed and responded to controversial social issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01