From Boundaries to Entangled Story Lines: Untangling Young People's Material and Immaterial Storied Practices

Autor/inn/en	Rowsell, Jennifer; Arnseth, Hans Christian; Cabello, Paulina Ruiz
Titel	From Boundaries to Entangled Story Lines: Untangling Young People's Material and Immaterial Storied Practices
Quelle	In: Learning, Media and Technology, 48 (2023) 4, S.632-648 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowsell, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2023.2244878
Schlagwörter	Story Telling; Youth; Foreign Countries; Adolescents; Adolescent Attitudes; Popular Culture; Literacy; Games; Design; Multimedia Materials; Canada; Norway; Chile + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Ausland; Adolescent; Adolescence; Adoleszenz; Popkultur; Alphabetisierung; Schreib- und Lesefähigkeit; Game; Spiel; Spiele; Kanada; Norwegen
Abstract	In this article, we consider the notion of entangled stories to account for ways that young people assemble stories in generative ways. We draw on Tim Ingold's theorising of lines, movement, and storied knowledge to account for the visible/material and invisible/immaterial entanglements that happen when young people design multimodal storied worlds and illustrate these entanglements through three school projects in Canada, Norway, and Chile. Literacy studies and the learning sciences have made important contributions to understanding the complexities of meaning-making practices with digital technologies across formal and informal contexts. Yet, there is still work to be done to describe, extrapolate, and theorise digital-material practices and trajectories that young people engage in when they design and craft multimodal compositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01