Toward a Sociomaterial Understanding of Writing Experiences Incorporating Digital Technology in an Early Childhood Classroom

Authors

Lisa K. Kervin, University of WollongongFollow
Barbara Comber, University of South Australia
Annette Woods, Queensland University Of Technology

RIS ID

115187

Publication Details

Kervin, L., Comber, B. & Woods, A. (2017). Toward a Sociomaterial Understanding of Writing Experiences Incorporating Digital Technology in an Early Childhood Classroom. Literacy Research: Theory, Method, and Practice, 66 183-197.

Abstract

This article examines the resources, tools, and opportunities children enact as they engage with teacher-devised writing experiences within their classroom space. We begin with discussion about classroom writing time from the perspective of both the teacher and children of one Grade 1/2 composite class. We also reveal resources within the classroom space to consider the expertise available during writing times. We then examine a 5-week unit that focused on multimodal text construction. Using optical flow computer vision analysis to examine the movement of children during four video-recorded independent writing instances, we provide commentary about how the classroom writing experiences have been interpreted as the use of space, resources, and interactions come to the forefront. In taking this approach, this article will explore learning to write from a sociomaterial perspective, as we investigate the operation of the classroom.