14 SES 12 A, Artifactual Literacy for the Public Good: Inciting Meaning-Making through the Artifactual
Employing a social semiotic and ethnographic framework the aim of this presentation is to explore how artifacts, interests and texts can function as carriers of meaning and identity from contexts outside of school into young children’s literacy activities by computers in the classroom. We will particularly focus on artifacts and texts from popular culture and children’s interest in sports as resources for the creation of texts and identities (cf. Marsh 2005, Pahl & Rowsell 2010). The material was collected within the research project “Separate worlds? Text activities at home as a resource for learning in school” (The Swedish research council 2008–2011). Main questions for the project concern differences and similarities between home and school literacies by the computer, the meaning making possibilities and constraints of text creating tools in use, and signs of learning and progress in multimodal text activities. The participants in the study are 10 boys and girls between 7 and 8 years old, living in Sweden. The children’s text activities are documented by photo, film and field notes, and their texts are collected.
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