The Reader, the Text, the Poem: The Transactional Theory of the Literary Work

This article reports on the use of video to collect dynamic visual data in education research and proposes that using visual technologies to collect data can give new insights into classroom interaction. Video data unveil how young children use the full range of material and bodily resources available to them to make and express meaning, forcing a reconsideration of Vygotskian accounts of the relationship between thought and language by producing grounded evidence for a pluralistic interpretation of the construction and negotiation of meaning. In addition to challenging language-biased approaches to classroom interaction, using video to collect data also forces a reexamination of established methodological practices. Drawing on data from ESRC-funded ethnographic video case studies of 3-year-old children communicating at home and in a preschool playgroup, this article discusses methodological and ethical dilemmas encountered in the collection and transcription, or representation, of dynamic visual data, arguing that visual data gives insights into aspects of communicative behaviour previously unaccounted for in early years education research.

Using video to investigate preschool classroom interaction: education research assumptions and methodological practices:

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The Mechanisms of Perception

The commentary argues for an understanding of how texts are put together that accounts for multimodality and draws on children's ways of being and doing in the home, their habitus. It focuses on identities as socially situated. It argues that it is important to trace the process of sedimenting identities during text production. This offers a way of viewing text production that can inform research into children's text making. Particular attention is paid to the producer, contexts, and practices used during text production and how the text becomes an artifact that holds important information about the meaning maker. Four case studies describe sedimented identities as a lens through which to see a more nuanced perspective on meaning making. This work offers a lens for research and practice in that it enables researchers to question and interrogate the way texts come into being.



Este comentario apunta a la comprension de un tipo de organizacion textual que de cuenta de la diversidad de modos y considere las formas del ser y del hacer de los ninos en el hogar, su habitus. Se pone el acento en las identidades en cuanto socialmente situadas. Se argumenta que es importante indagar en el proceso de consolidacion de las identidades durante la produccion de textos. Esto ofrece una manera de ver la produccion textual que podria dar informacion acerca de la elaboracion de textos por parte de los ninos. Se presta particular atencion al productor, contextos y practicas usadas durante la produccion textual y a como el texto se convierte en un artefacto que contiene informacion importante acerca del generador de significados. Cuatro estudios de caso describen identidades consolidadas como una lente a traves de la cual puede tenerse una perspectiva mas matizada de la construccion del significado. Este trabajo ofrece una lente para ver la investigacion y la practica de un modo que permita a los investigadores cuestionar e interrogar la forma en que surgen los textos.



Der Kommentar argumentiert fur ein Verstehen wie Texte zusammengestellt werden, die fur die Multimodalitat bestimmend sind und bezieht sich auf die Art und Weise wie sich Kinder im Hause, ihrem Habitus, geben und was sie unternehmen. Man konzentriert sich auf gesellschaftlich festgesetzte Identitaten. Es wird argumentiert, dass es wesentlich ist, den Verlauf des Sedimentierens von Identitaten wahrend der Texterstellung zuruckzuverfolgen. Dies bietet eine Moglichkeit die Texterstellung zu beurteilen, welche die Erforschung bei der Erstellung von Kindertexten informativ beeinflussen kann. Besondere Aufmerksamkeit wird dem Verfasser, den Inhalten und den wahrend der Texterstellung angewandten Praktiken geschenkt, und wie der Text zu einem kreativen Schrifterzeugnis wird, das ebenfalls wichtige Informationen uber dessen Sinnkonstrukteur beinhaltet. Vier Fallstudien beschreiben sedimentierte Identitaten als eine Art Optik, durch die man eine wesentlich nuanziertere Perspektive zur Sinnkonstruktion erkennt. Dieses Werk bietet eine solche Optik zum Betrachten von Forschung und Praxis, wobei es die Forscher in die Lage versetzt, die Art und Weise wie Texte entstehen, in Frage zu stellen und zu untersuchen.



Ce texte essaie de comprendre comment les textes sont mis ensemble pour rendre compte de la multimodalite, et esquisse les manieres d'etre et de faire des enfants a la maison, leur habitus. Il se centre sur les identitees en tant qu'elles sont socialement situees. Il soutient qu'il est important de suivre le processus de sedimentation des identites au cours de la production de texte. Ceci ouvre une perspective sur la production de texte qui peut informer la recherche sur la facon dont les enfants font un texte. Une attention particuliere est apportee au producteur, aux contextes, et aux pratiques mises en œuvre pendant la production du texte et a la facon dont un texte devient un objet construit comportant une information importante sur celui qui fabrique le sens. Dans quatre etudes de cas on presente les identites sedimentees comme une loupe qui permet d'avoir une perspective plus nuancee sur la fabrication du sens. Ce travail apporte une loupe considerant la recherche et la pratique comme permettant aux chercheurs de mettre en question et d'interroger la facon dont les textes arrivent a l'existence.



В настоящем комментарии дается толкование механизмов создания текста, которые основаны на полимодальности и связаны с ежедневным существованием ребенка в родном доме, то есть с его средой обитания. Личность в этом контексте – явление социально обусловленное. И важно проследить отражение личности в созданном тексте – как некий постепенный процесс. Благодаря такому подходу можно рассматривать не просто текст как продукт, но исследовать механизм его создания, ответить на вопрос: как именно это делают дети? Особое внимание уделяется создателю текста, контексту, в котором создается текст, способам его создания и тому, каким образом текст становится артефактом, содержащим важную информацию о создателе нового смысла. В статье проанализированы четыре отдельных случая отражения личности в созданном тексте. В этих примерах, как в увеличительном стекле, видны все нюансы и особенности создания новых смыслов. Данная работа предлагает рассматривать исследования и практику под определенным углом, дающим исследователям возможность разобраться, как именно возникают тексты.

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Sedimented identities in texts: Instances of practice

As teachers seek to reflect children’s diverse experience in the subject matter they present and in the questions they explore, they must also embrace children’s multifaceted ways of knowing. Their major pedagogical challenge is to help children transform what they know into modes of representation that allow for a full range of human experience. In their lives outside of school, children ‘naturally move between art, music, movement, mathematics, drama, and language as ways to think about the world [...]. It is only in schools that students are restricted to using one sign system at a time.’ (Shortet al., 2000: 160). This study uses young children’s drawings about reading and writing as an innovative way of investigating their perceptions and understandings of literacy across the broad contexts of their lives. The study challenges the politics of classroom practices that privilege language-dependent modes of representation over other modes.

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Drawings as an Alternative Way of Understanding Young Children’s Constructions of Literacy

Children’s drawings about reading and writing have unrealized potential for helping uncover the literacy narratives students bring to school and use to make sense of reading and writing. In this article, we highlight how one boy’s drawing about literacy revealed his interpretation of his school’s policy on violence as a topic of writing, which tended to constrain his interest in writing. His drawing reinforced the importance of adopting multiple perspectives to interpret the various texts that students produce. Keywords: multiliteracies, children’s drawings, multimodal representations Les dessins d’enfants traitant de la lecture et de l’ecriture offrent un potentiel inexploite pour la decouverte des recits au sujet de la litteratie que les eleves apportent a l’ecole et dont ils se servent dans leur eveil a la lecture et a l’ecriture. Dans cet article, nous mettons en relief comment le dessin d’un garcon au sujet de la litteratie revelait son interpretation de la politique de son ecole sur la violence comme sujet de redaction, laquelle avait tendance a restreindre son interet pour la production ecrite. Son dessin renforce l’importance d’adopter des perspectives diversifiees lors de l’interpretation des divers textes que les eleves produisent. Mots cles : multilitteracies, dessins d’enfants, representations multimodales

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Uncovering Literacy Narratives Through Children's Drawings

Howard Gardner ( 1 980) has pointed out that children's drawings are "interesting mixes of graphic and linguistic resources, ^ in the service of complex conceptualization" (p. 154). Using a social constructivist orientation, we adopted a research paradigm that recognizes children as a critical source of information on what literacy is and how literacy develops, a paradigm that uses children's drawings as the information source. While our orientation relates to much of the literacy research currently being conducted (e.g., Dyson, 1997; Harste, Woodward, & Burke, 1984; Heath, 1983; Taylor & Dorsey-Gaines, 1988), our focus on understandirig children's ideas about literacy by exploring the representation of those ideas in their drawings is unique. Our research explores the images of literacy that children construct in their lives, both inside and outside of school. The drawings that appear in this article were collected in two schools.

https://www.jstor.org/stable/pdfplus/41483186.pdf

Roberta A. McKay

Papers

Drawings as an Alternative Way of Understanding Young Children’s Constructions of Literacy

Uncovering Literacy Narratives Through Children's Drawings

Children Draw Their Images of Reading and Writing.

Researching Literacy with Young Children's Drawings

Images of Literacy: Young Children's Drawings about Reading and Writing.