The uses of mobile phones in childhood and the changes in the nature of literacy in children force researchers to reflect on the development of literacy in the 21st century from new perspectives (Burnett, 2017; Hollett & Ehret, 2017; Merchant, 2020). Research related to the “new mobilities paradigm” (Sheller & Urry, 2006) brings us closer to the forms of literacy that have emerged in the use of ICTs and that have transformed communication practices into new ways of social exclusion and inclusion (Burnett & Merchant, 2020).
Our research approaches the study of children's literacy and their engagement with everyday texts (such as those created through the mobile phone) from the “affect turn” perspective (Ehret & Leander, 2019). This approach to literacy advocates a dynamic approach in New Literacy Studies, based on a non-representational approach to affect (Ehret, 2018). Understanding literacy beyond the representational logic of language and approaching its analysis from an affect theory perspective (Bennett, 2010) has opened up the field of literacy research in childhood, where communication has been mediated through tools such as mobile phones and tablets.
The affect theory allows an approach to literacy processes in childhood based on how children relate to texts (as materialisations between language, culture and power) and to the tools that make this possible. The everyday acts of reading and writing in childhood are constructed through new tools such as mobile phones. This medium of communication produces discourses, that are relevant to children and that travel as discursive-material concepts (Ehret & Leander, 2019). Out-of-school literacy (through their embodied experiences) represents new assemblages that have affections (from the point of view of intensity and emergence) about which little is known (Jackson & Mazzei, 2016). Children's experience with the materialisation of texts (as it happens through mobile phones nowadays) exceeds the limits of the representational and, therefore, studying it requires a non-representational onto-epistemology that brings us closer to the complexity of the discursive-material phenomenon of childhood literacy (Barad, 2007; Lenz Taguchi, 2012). Affect theory looks at movement itself and its qualities. This approach looks out for the energy/intensity of contact when things come together as assemblage. This assemblage, described by Deleuze and Guattari (1987), is defined as “a coming-together of heterogeneous materials (bodies, things, signs)” and is emergent, as it “describes a sense of time that is open and unpredictable” (Ehret & Leander, 2019, p. 6).
Our research addresses the analysis of the non-representational elements of a literacy event that binds together part of the sociomaterial reality of communication that escapes from representation (MacLure, 2013). These elements that emerge in the intra-action of the agents are born as a “vibrant matter” (Bennett, 2010) that has the potential to affect and be affected. In this sense, Barad (2007) has underlined the relationship of codependency between the human and the non-human, where the non-human exerts its intensity with the human and its vibrations can evoke memories, create new senses of space or corporeizations that build new unexpected discourses (Lenz Taguchi, 2012).