ARLE TALE 2018
Abstracts for 'ARLE SIG TALE symposium 2018 Metochi stay (five days)'

Eleonora Acerra Agnès Perrin	The Linum project. Configurations and reconfigurations of teaching literature with digital tools.
Gustav Borsgård	Fostering democracy through literature education
Jesper Bremholm Lene Storgaard Brok	Understanding game-based literacy practices in a school context: Outline for a theoretical framework
Scott Bulfin Ceridwen Owen	Standardizing and technologizing L1 teachers work: Everyday professional experiences of early career English teachers in Australia
Scott Bulfin Fleur Diamond	Literate practices and literate identities in the machine: Examining human-software complementarities in commercial-educational platforms and applications
Nikolaj Elf	Regional histories: A short history of technology in Nordic L1 research and practice
Nikolaj Elf	Mapping research networks, positioning SIG TALE, looking for research opportunities
Anna-Lena Godhe Karin Jönsson	Telling and sharing stories with tablets - emerging literacy practices in primary school classrooms
Anna-Lena Godhe Sylvana Sofkova Hashemi Petra Magnusson	Digital competence in the subject of Swedish –conceptualizations in curricula
Anna-Lena Godhe Sylvana Sofkova Hashemi	Multimodal teaching and assessment in the digital classrooms in upper secondary school – exploring the possibilities to support teachers’ professional competence
Anna-Lena Godhe Dimitrios Koutsogiannis Lisa Molin Scott Bulfin	(Re)thinking the connection between Critical Literacy and Critical Digital Literacy
Thorkild Hanghøj Catherine Beavis Kristine Kabel	Games, Language and Literacy in L1 and L2
carina hermansson Anna Lindhé	Young Children Reading E-books: How Multimodal Features Matter for Emotional Literacy
Elena Ioannidou Valentina Christodoulou	NEW DIGITAL PRACTICES AND EMERGING LITERACY FORMS: A PRELIMINARY INVESTIGATION OF YOUNG PEOPLE’S LANGUAGE USE IN SOCIAL MEDIA
Elisavet Kiourti	(Dis)conneting literacy practices: A critical comparison of Online Gaming and Classroom.
Stavroula Kontovourki	Exploring discourses of digital literacy in policy, curricula, and primary school teachers’ narrations in Cyprus
Jasmiina Korhonen	Emergent leadership in students’ collaborative activity in a school-based making and design environment
Dimitrios Koutsogiannis	Critical digital discourse analysis in language teaching: theory and praxis
Kristiina Kumpulainen	Learning Multiliteracies from Early Years Onwards: An Educational Reform Initiative in Finland
Nathalie Lacelle Jean-François Boutin	From Written & Paper Fetichism to Multimodal & Digital Open-mindness: a Portrait of Quebec's lengthy literacy transition in L1 classes.
Brigitte Louichon Eleonora Acerra Helene Raux Gwendolyn Kergourlay	Reading digital literary apps at school
Anne McGill-Franzen Natalia Ward	Video-Mediated Reflection in Literacy Education Practicum
Kathy A. Mills	Making iPad Animations as Multimodal Literacy
Lisa Molin	Critical Literacy in Digitalised Classrooms
Morten Njaa	Inside the Black Box of Serious Games: How children learn from playing the game and how the game may be used as a diagnostic tool to identify children at risk of developing reading difficulties
Christina Olin-Scheller Anna Slotte-Lüttge Marie Nilsberth	Interplaying resources
Amy Stornaiuolo	Cosmopolitan Literacies: Writing for Social Change in an Online Global Community
Angela Wiseman	Multimodal Methods and Meanings: Using Qualitative Research Methods to Understand Children’s Multimodal Texts
Narelle Wood	Mediating subject English and teacher identities through edutech designed professional development

Eleonora Acerra & Agnès Perrin (Canada)
THE LINUM PROJECT. CONFIGURATIONS AND RECONFIGURATIONS OF TEACHING LITERATURE WITH DIGITAL TOOLS.

Linum (Reading, speaking and writing with Children's Literature and digital tools) is a three-year research and development project aimed at developing and distributing digital tools for teaching and learning literature at the primary school.
While the first two years have been dedicated to the preliminary studies and to the actual conception of the program, the second period has been devoted to a large scale experimentation, involving 55 French classes, testing the prototypes across three different districts (Créteil, Lille and Montpellier) and in several technological configurations (in classes equipped with one PC for each pupil or less, in "mobile classes" and in classes equipped both with PC and tablets).
The purpose of the observation was to describe and analyse the effective literary teaching practices [Doucey-Perrin - Acerra, 2018] led by the usage of the Linum resource, while defining the possible benefits and limitations of such a tool for the literary course.
Data were collected through a digital capture of users' actions on the machine and qualitatively processed in order to re-establish the class atmospheres and their contexts, as well as the interaction between teachers' demands and pupils' responses, which appear to be separated events in the raw flow. In fact, the platform consists of a double interface, with different access and features for teachers and learners. On the one side, teachers can plan, edit and address activities and lessons to their students (to groups, or to singular individuals), then follow their progression in a dedicated space. On the other side, students can access, read or study the embedded digital books, thus realising the planned exercises and activities [Denizot, 2015; Vigner, 1984]- through spaces and functionalities that have been developed in accordance with the most recent research evidences to accompany the process of comprehension and interpretation, and to support the readers' personal implication [Ahr, Joole, 2013; Langlade, Rouxel, 2004; Dufays, 2007; 2010; Giasson-Lachance, J., Escoyez, 2013; Grossmann, Tauveron, 1999].
This contribution is aimed at presenting and discussing some of the results of the research, with a particular focus on two major issues that may have conditioned the usages and that may be considered in further projects.
As an experimental editorial content, the program is the result of a negotiation between the scientific teams and the developers. On the other side, as a didactic tool, its usage depends on teachers' choices, which of course hinge upon a negotiation with the machine. On both sides, these negotiations, approaches and decisions appear to be determined by specific representations, stereotypes and concerns about what literary education should be and how the digital medium should be implemented.
Thus, in a first phase, we will describe how the e-publishers of the project understood, interpreted and managed to translate in digital tools some theoretical preconisation of the didactics and literary research, by comparing the final product to the scientific recommendations. Secondly, we will consider how a sample of teachers seized the resource and its features by juxtaposing the raw data concerning their actions to their statements about their choices and intentions.
The interpretation of data will outline a landscape of representations of teaching literature and the possible reconfigurations driven by a renewal of practices through digital tools.

Bibliography
Ahr, S., Joole, P. (dir.) (2013). Carnet/journal de lecteur/lecture : quels usages pour quels enjeux, de l'école à l'université ?. (Vol. Diptyique 25). Namur : Presses universitaires de Namur.
Langlade, G. et Rouxel, A. (s.d.) (2004). Le sujet lecteur: lecture subjective et enseignement de la littérature : actes du colloque " Sujets lecteurs et enseignement de la littérature ". Rennes Presses universitaires de Rennes.
Denizot, N. (2015). "L'exercice dans l'enseignement de la littérature". In C. Masseron, J.-M. Privat et Y. Reuter (dir.), Littérature, linguistique et didactique du français. Les travaux Pratiques d'André Petitjean. Villeneuve d'Ascq : Presses du Septentrion, p. 107-115.
Dufays, J.-L. (dir.) (2007). Enseigner et apprendre la littérature aujourd'hui, pour quoi faire ? Sens, utilité, évaluation. Louvain : Presses universitaires de Louvain.
Dufays, J.-L., (2010). Stéréotype et lecture : essai sur la réception littéraire. Bruxelles : Peter Lang.
Giasson-Lachance, J. & Escoyez, T. (2013). La lecture : de la théorie à la pratique. Bruxelles : De Boeck.
Grossmann, F. et Tauveron, C. (dir.) (1999). Comprendre et interpréter les textes à l'école : la lecture à la jonction du cognitif et du culturel. Paris: Institut national de recherche pédagogique.
Lebrun , M., Lacelle et N. Boutin, J.-F. (2012). La littératie médiatique multimodale: de nouvelles approches en lecture-écriture à l'école et hors de l'école. Montréal: Presses universitaire du Québec.
Perrin-Doucey A., Acerra, E. (2017). " Penser la lecture littéraire par et pour le numérique : conception, activités et usages en question ". Reperes 56. Lyon: Ife.
Vigner, G. (1984). L'exercice dans la classe de français. Paris: Hachette.


Biographical notes:

Eleonora Acerra is a PhD candidate from the University of Montpellier (France), where she works under the supervision of Professor Brigitte Louichon. Her main research interest is the study of the deployment of hypermedia contents in the narrative environment of the mobile devices and their receptions, considered through a selection of digital children’s books. Her research is part of the Linum projet (Literature numérique), which aims to develop digital educational contents for studying literature in primary schools.


Agnès Perrin-Doucey is a researcher in literature at the University of Montpellier. Her research activities are centered on the didactics of the literature, literary reading and the training of the young reader. She questions the literary corpuses for the youth and the methods of their reading towards the development of relationship between ipseity-otherness. Her works thus meet the didactics of the literary reading, the digital media, the moral and civic education and the role of literature. Since 2014, she is responsible of the project LINUM.


Gustav Borsgård (Sweden)
FOSTERING DEMOCRACY THROUGH LITERATURE EDUCATION

My thesis aims to describe how globalized economic relations and neoliberal political rationality has affected the policy discourse and educational system in Sweden since the marketization of education in the 1990’s. Even though I examine this development on a transnational level, my primary focus is on the role of literature education in Swedish upper secondary school. Since 1946, the Swedish school has had two main objectives according to the written curriculum: one is to provide knowledge and the other is to foster democratic citizens. During the later half of the 20th century, literature education in Sweden has been viewed as one important way of fostering democratic citizens through the reading of fiction.

Since the reform of Swedish upper secondary school in 2011, the democratic value of reading fiction has been toned down in the written curriculum in favour of more easily measurable skills and knowledge. A potential critique of the conception of knowledge that defines the written curriculum of 2011 is its increased focus on pupils’ employability and decreased focus on what is called “Bildung” in the German tradition, namely the moral and intellectual side of education that has to do with citizenship and personal growth, i.e. things that can not easily be measured. This development can, in turn, be viewed as a symptom of an increased interest in quantitatively measurable learning outcomes, which is not an isolated Swedish phenomenon but an international tendency when it comes to policy discourse.

I am interested in the democratic implications of a more standard-based curriculum and the strengthened performance culture when it comes to literature education in general and the reading of fiction in particular in Swedish upper secondary school. I am not only examining the development from a transnational and national level, but am also conducting interviews with mother tongue language-teachers in Swedish upper secondary school to get a view of how practice has been influenced since the reform in 2011.


Jesper Bremholm & Lene Storgaard Brok (Denmark)
UNDERSTANDING GAME-BASED LITERACY PRACTICES IN A SCHOOL CONTEXT: OUTLINE FOR A THEORETICAL FRAMEWORK

In this paper, we propose to present a theoretical framework for understanding and describing literacy practices in classrooms that have adopted a game-based pedagogy.
This framework, which is currently under development, is part of the qualitative strand of the research project Game-Based Learning in the 21st Century (GBL21), a five years large-scale intervention project launched in December 2017. The overall aim is to explore how and to what degree students develop 21st century skills through a game-based pedagogy in different school subjects.

The GBL21 project is based on a mixed methods methodology, and the interventions will be carried out at 20 schools in Denmark and will consist of 4 specially designed game-based units in each of the subjects Danish (as L1), mathematics, and science in both 5th and 7th grade. Games include digital as well as analogue games, and we understand game-based learning as relating to the process of designing games, exploring game worlds, and reflecting on game activities in an educational context.

The purpose of the qualitative strand is to explore how the game-based learning activities influence the literacy practices in the different classrooms. This includes aspects such as: connections between game-based literacy practices and the 21st century skills, connections between the 21st century skills and the disciplinary literacies and skills in the three subjects in question, similarities and differences between the game-based literacy practices in the different subjects and the different grades, and the positioning and engagement of the students in the game-based learning environments. The qualitative data collection includes classroom observations, collection of student assignments, and interviews with students and teachers.

The theoretical framework is needed to inform and direct the qualitative data collection and to guide the subsequent analytical process. We plan to develop a theoretical framework since we have not been able to find an existing framework that is fitting for our purpose, which is probable due to the fact that literacy research and gaming research up till now have been largely separate fields of research. In short, the theoretical framework should be able to capture both the continuity and the discontinuity of the game-based literacy practices vis-à-vis traditional disciplinary literacy practices. This criterion relates to our hypothesis that the game-based literacy practices will connect to and support the existing literacy practices in the subjects as well as disrupt and expand these same practices. At this preliminary stage, we envisage to construct the theoretical framework by combining and integrating different theoretical perspectives, such as new literacy studies (1), disciplinary literacy theory (2), social semiotics (3), actor-network theory (4), and theories on gaming literacy (5).

At the seminar, we propose to present a preliminary version of the framework.

1) Barton 2007; Bartlett & Holland 2002; New London Group 1996; Street 1984.
2) Shanahan & Shanahan 2008; Jetton & Alexander 2004.
3) Kress 2003 & 2010; Jewitt 2008.
4) Leander & Lovvorn 2006; Leander & Rowe 2006; Law & Hassard 1999; Latour 1987.
5) Beavis, Dezuanni, & O´Mara 2017; Beavis, O´Mara, & McNeice 2012; Kell 2013; Stevens, Satwicz, & McCarthy 2008.



References
Bartlett, L. & Holland, D. (2002). Theorizing the space of literacy practices. Ways of Knowing Journal 2(1), 10-22.
Barton, D. (2007). Literacy: An Introduction to the Ecology of Written Language. Oxford: Blackwell Publishing.
Beavis, C., O´Mara, J., & McNeice, L. (eds.) (2012). Digital games. Literacy in action. AATE Interface Series.
Beavis, C., Dezuanni, M., & O´Mara, J. (2017). Serious Play, Literacy, learning and digital games. London: Routledge.
Jetton, T. L. & Alexander, P. A. (2004). Domains, Teaching and Literacy. In Jetton, T. L. & Dole, J. A. (eds.), Adolescent Literacy Research and Practice. New York: The Guilford Press.
Jewitt, C. (2008). Didaktik som multimodalt design. In Rostval, A. L. & Selander, S. (eds.), Design för lärande. Stockholm: Nordstedts Akademiska Förlag.
Kell, C. (2013). Ariadne’s thread: Literacy, scale and meaning making across time and space. In Stroud, C. & Prinsloo, M. (eds.), Language, literacy and diversity: Moving Words. London: Routledge.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
Latour, B. (1987). Science in Action: How to Follow Scientists and Engineers through Society. Milton Keynes: Open University Press.
Law, J. & Hassard, J. (eds.) (1999). Actor Network Theory and After. Oxford: Blackwell and the Sociological Review.
Leander, K. & Rowe. D. (2006). Mapping Literacy Spaces in Motion: A Rhizomatic Analysis of a Classroom Literacy Performance. Reading Research Quarterly, 41(4), 428-460.
Leander, K. & Lovvorn, J. F. (2006). Literacy Networks: Following the Circulation of Texts, Bodies, and Objects in the Schooling and Online Gaming of One Youth. Cognition and Instruction, 24(3), 291-340.
New London Group (Cazden, C., Cope, B., Fairclough, N., Gee, J. Kress, G., et al.) (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1).
Shanahan, T. & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. Harvard Educational Review, 78(1).
Stevens, R., Satwicz, T., & McCarthy, L. (2008). In-Game, In-Room, In-World: Reconnecting Video Game Play to the Rest of Kids’ Lives. In Salen, K. (ed.), The Ecology of Games: Connecting Youth, Games, and Learning. Cambridge, MA: The MIT Press.
Street, B. (1984). Literacy in Theory and Practice. Cambridge: Cambridge University Press.




Bio for Jesper Bremholm
Jesper Bremholm is assistant professor at The Danish School of Education (DPU), Aarhus University.
His research focuses on disciplinary literacy and literacy practices in relation to schooling and specific school subjects. He has conducted studies on the development of students’ literacy competencies in Danish, science, and mathematics, and he has participated in several projects examining the role and impact of learning materials in classroom contexts.
Jesper Bremholm is co-coordinator of the ARLE SIG Reading, Writing and Oracy, and he is the co-founder of a network for Danish Literacy Research. He is also the reading literacy expert in the Danish PISA consortium. He has been a visiting scholar at Columbia University’s Teachers’ College, and he has published in both Danish and international research journals and anthologies. He is reviewer for Nordic Journal of Literacy Research, Leaning Tech and Springer (anthologies on literacy).


Bio for Lene Storgaard Brok
Lene Storgaard Brok is the director of the National Centre for Reading in Denmark, and she is an experienced researcher within the field of writing research. She has conducted research on workplace literacy, literacy in schools and kindergarten as well as comprising projects on writing didactics and technological literacy. Several of her research projects have been on the ability of students, pupils, and teachers to develop new knowledge, insight, and competences by Writing to Learn. In recent years, she has linked writing practices to technological literacy, and she has explored how writing and technology supports professional development.
Lene Storgaard Brok is the co-founder of a network for Danish Literacy Research. She has made several conferences together with NOLES, Network for Reading and Writing in Education, and initiated a multitude of conferences enabling discussions on scaffolding, didactics, and literacy skills.


Scott Bulfin & Ceridwen Owen (Australia)
STANDARDIZING AND TECHNOLOGIZING L1 TEACHERS WORK: EVERYDAY PROFESSIONAL EXPERIENCES OF EARLY CAREER ENGLISH TEACHERS IN AUSTRALIA

Neoliberal approaches to education over the last decade have impacted government policy and discourse in Australia resulting in a powerful standards-based reform agenda within both schools and teacher education institutions. This has given rise to increasingly standardised curriculum and assessment, high-stakes testing, as well as professional standards for teachers and accreditation systems for teacher education. Within this standards-based reform agenda there is a heavy and disproportionate emphasis on L1 English/literacy achievement as a key national priority. While this recognises the importance of L1 in educational contexts, it has resulted in increased oversight and pressure on L1 teachers in their everyday professional lives. This standards-based reform agenda is exacerbated by its connection to the increasing technologizing of educational practices (Williamson 2017). It has become commonplace for technology companies, international bodies (eg UNESCO, OECD) and national governments to express great enthusiasm for the “transforming impact [of ICT] on national education systems” (UNESCO, 2011). Such transformations are predicated on the ability of teachers and schools to prepare students “for living and working in a digital world” (DEEWR, 2008). The coupling of standardizing and technologizing imperatives has significant implications for L1 teachers’ work.

For example, a common assumption is that digital platforms support teacher productivity and increase opportunities for teacher-student contact, yet, frequently these are used to standardise teachers’ work and shape their interactions through increased accountability and compliance requirements (Selwyn, Nemorin, Bulfin & Johnson, 2018). Thus, digital platforms often function as proxies for standards based reforms (Bulfin, Parr and Bellis, 2016). For early career L1 teachers, this reductive approach to teaching and learning can become reified and restrict other possible approaches and ways of knowing as the current conditions can appear normal due to their lack of experience with other education systems.

This paper reports on a study examining the “everyday practices” (de Certeau, 1984) of early career L1 teachers in public secondary schools in Victoria, Australia, and how their work is mediated by standards-based reforms and digital platforms being used in schools. In particular, we explore the following questions:

• How are standards-based reforms enacted through digital technologies, structures and processes? To what extent are these shaping the everyday work of early career L1 teachers?
• What meanings, understandings and values of L1 education are being conveyed through standards-based reforms and digital platforms used in schools?
• How are early career L1 teachers talking about, understanding and imaging L1 teaching and learning within these conditions?

The study is working with a group of early career L1 teachers across a number of schools through observations, focus groups and interviews, and the generation of various texts. Early data analysis indicates that a variety of school-based digital platforms have become deeply intertwined with participants’ work, and that engagement with these platforms is shaping these early career teachers experience of becoming L1 educators.

References

Bulfin, S., Parr, G., Bellis, N. (2016). Literacy teacher education and new technologies: Standards-based reforms and the technologizing imperative. In C. Kosnik, S. White, C. Beck, B. Marshall, A. L. Goodwin & J. Murray. (Eds.) Building bridges: Rethinking literacy teacher education in a digital era (pp. 119-133). Rotterdam: Sense.

de Certeau, M. (1984). The practice of everyday life (S. Rendall, Trans.). California, USA: University of California Press.

Department of Education, Employment and Workplace Relations (DEEWR). (2008). Digital education revolution. Canberra: Commonwealth of Australia.


Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2018). Everyday schooling in the digital age: High school, high tech? London: Routledge.

UNESCO. (2011). UNESCO ICT competency framework for teachers. Paris: UNESCO. Retreived from: http://unesdoc.unesco.org/images/0021/002134/213475e.pdf

Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. London: Sage.


Scott Bulfin & Fleur Diamond (Australia)
LITERATE PRACTICES AND LITERATE IDENTITIES IN THE MACHINE: EXAMINING HUMAN-SOFTWARE COMPLEMENTARITIES IN COMMERCIAL-EDUCATIONAL PLATFORMS AND APPLICATIONS

Schools and classrooms in many parts of the world are seeing an increasing uptake of commercial-educational software platforms and applications as part of the ‘business’ of schooling. Platforms technologies and applications, such as ClassDojo, Edmodo, Canvas, PebblePad and Kahoot!, are playing a prominent role in teachers’ work and in student learning. Many of these platforms package together ‘educational’ media, curriculum content, assessment and reporting, teacher-student-parent communications, and behaviour management into a single interface (Selwyn, Nemorin, Bulfin & Johnson 2018; Williamson 2017). Because they offer convenience to schools and teachers, and are often marketed as ‘free’ to use, they have become very popular across educational contexts.

This paper reports on a study investigating the uses of these platform technologies and applications in the L1-English classroom, and the implications of these technologies for producing and managing specific forms of literate subjectivity based in emerging human-software relations and complementarities. The paper presents a ‘close reading’ of sample commercial-educational platforms widely used in Australian schools to explore how these educational technologies work to (re)constitute and (re)compose both literacy learning and literate identities within school sanctioned language and literacy learning. We also draw on a set of interviews with secondary L1-English teachers who use these platforms in their work. The study examines the following questions:

• What kinds of literacies are privileged and what kinds of reading and writing positions are produced by these platform technologies? How?
• What literacy pedagogies and practices of literacy learning are engineered, called forth and made visible via these technologies, their design and use?
• What understandings of (preferred) literacy teacher and student identities are evident in the design, language, and functionality of these platforms?
• In what ways do these texts form linkages with other ‘technologies’ of literacy and identity, such as curriculum and assessment?

In addition to offering a reading of particular sample platforms, and providing a perspective on a group of L1-English teachers’ work with such platforms, the paper outlines a broader research agenda based on the questions above. As a key part of this research agenda, we argue that L1 researchers must re-attune their research imaginations to examine emergent forms of school sanctioned literacy and literate identities. These forms of literate subjectivity are anchored in emergent forms of ‘human-software complementarities’ (Shestakofsky 2017) that provide opportunities for teachers and students. However, these complementarities also require urgent critical attention.


References

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2018). Everyday schooling in the digital age: High school, high tech? New York: Routledge.

Shestakofsky, B. (2017). Working Algorithms: Software Automation and the Future of Work. Work and Occupations, 44(4), 376-423. doi:10.1177/0730888417726119

Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. London: Sage.


Biographies

Scott Bulfin is a senior lecturer in the Faculty of Education at Monash University and director of graduate research. His research and teaching focus on the sociology of schooling and technology and L1 teacher education. His latest book is, Everyday schooling in the digital age: High school, high tech? (Routledge, 2018).

Fleur Diamond is a lecturer in English and literacy education at Monash University. Her research is focused on the areas of English/literacy teaching, teacher education and literacies. Her latest publication is “University-school partnerships in English pre-service teacher education: a dialogic inquiry into a co-teaching initiative (Diamond, Parr & Bulfin, 2017) in Changing English.


Nikolaj Elf (Denmark)
REGIONAL HISTORIES: A SHORT HISTORY OF TECHNOLOGY IN NORDIC L1 RESEARCH AND PRACTICE

The aim of this paper presentation is to introduce and discuss the history of technology in Nordic L1 research.

The presentation draws on several studies in the field, including a Nordic review on Technology in L1 published in L1 (N. F. Elf, Hanghøj, Erixon, & Skaar, 2015) that introduced the notion of educational boundary objects and a theoretical framework, which suggests four metaphors for understanding technology within L1: as a tool, as media, as socialization, and as literacy practices. The study also draws on an ongoing project on Multimodal literacy practices in L1 (cf. www.sdu.dk/multiL1), which has made a review focusing on contemporary Nordic research on multimodal literacy practices (N. Elf, Gilje, Olin-Scheller, & Slotte, in press, work in progress). In addition, I draw on a recent publication for Danish teacher education, which takes as a point of departure both the boundary object approach and on other recent research of technology in L1/Danish, including one suggesting alternative histories and metaphors (Svendsen, 2011), while emphasizing more practically oriented approaches for Danish teachers teaching on primary to upper-secondary education levels (N. Elf, 2017).

Elf et al. (2015) finds that the media metaphor has dominated the field, while other aspects have been neglected. Elf et al. (in press, work in progress) find that teachers have been experimenting with multimodal composing practices in recent years, but that they find it particularly difficult to develop and use valid criteria for assessing such practices formatively and summatively. Addressing such challenges in practice, Elf (2017) introduces a heuristic for assessing multimodal composing based on a Danish qualitative intervention study that explored multimodal assessment practices in a Danish secondary education setting (Christensen, 2015, 2016).

For discussion, it is argued that case study based heuristics and learning resources may be one way forward to support and scaffold teachers in their endeavor to engage more in teaching technology, and more specifically multimodal literacy practices, in L1. The broader purpose of the presentation is to discuss how such findings and implications may point towards future research, practice and policy. In a Nordic context, curricular reforms have in fact enabled a stronger and broader approach to technology in L1 education. However, curriculum reform is a prerequisite, but not enough for creating change in L1 practices at school.

References

Christensen, V. (2015). Nettekster fanger og fænger: Multimodale tekster, feedback og tekstkompetence i danskundervisningen i udskolingen. (Ph.d.), Aalborg Universitet, Aalborg.
Christensen, V. (2016). Elevers produktion af multimodale tekster. Hvad ved vi og hvad mangler vi? Acta Didactica Norge, 10(3).
Elf, N. (2017). Medier, tekst og tegn i dansk. In E. Krogh, N. Elf, T. Høegh, & H. Rørbech (Eds.), Fagdidaktik i dansk (pp. 196). Frederiksberg: Frydenlund.
Elf, N., Gilje, Ø., Olin-Scheller, C., & Slotte, A. (in press). Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis. In M. Rogne & L. Waage (Eds.), Multimodalitet i norskundervisning (arbejdstitel): Fakboglaget / Landslaget for norskundervisning.
Elf, N., Gilje, Ø., Olin-Scheller, C., & Slotte, A. (work in progress). Assessment of multimodal literacy practices in Nordic L1 subjects: A conceptual review.
Elf, N. F., Hanghøj, T., Erixon, P.-O., & Skaar, H. (2015). Technology in L1: A Review of Empirical Research Projects in Scandinavia 1992-2014. L1 - Educational Studies in Language and Literature(Special Issue: Paradoxes and negotiations in Scandinavian L1 research in languages, literatures and literacies, guest edited by Ellen Krogh and Sylvi Penne), 1-88.
Svendsen, J. T. (2011). Medieforestillinger: En historisk, diskursteoretisk og -analytisk undersøgelse af pædagogiske tekster i og omkring mediedimensionen i gymnasiets danskfag i perioden 1970-2010. (PhD), Syddansk Universitet, Odense.

Bio:
Nikolaj Elf, University of Southern Denmark, Department for the Study of Culture, SDU, Odense, 5230 Odense M, Denmark, nfe@sdu.dk.
Elf is a PhD and professor at Department for the Study of Culture, University of Southern Denmark, and (10%) at the National Literacy Centre, University of Stavanger. His main research field is all aspects related to Language 1/L1-education (also known as Mother Tongue Education (MTE)), including literature, writing, technology and multilingual education. He is the vice-chair and portfolio holder of Special Interest Groups (SIGs) and a co-coordinator of SIG TALE (Technology and Literacy Education) within the international Association for Research in L1 Education (ARLE; see www.arle.be/) and a co-editor of the ARLE affiliated journal L1 - Educational Studies in Language and Literature (www.l1research.org/). Also, he is a member of the steering committee of International Society for the Advancement of Writing Research (ISAWR) (www.isawr.org/)


Nikolaj Elf (Denmark)
MAPPING RESEARCH NETWORKS, POSITIONING SIG TALE, LOOKING FOR RESEARCH OPPORTUNITIES

The aim of this round table is to map prior and existing research networks, SIGs etc. focusing on technology in L1 and literacy teaching and learning more broadly. The purpose is to discuss how SIG TALE could and should position itself within the field. The basic point is that we do not need another SIG doing what other SIGs or networks are already doing. Rather, SIG TALE should position itself with a clear and unique profile and identity and affiliate itself with relevant other networks that we wish to learn from and potentially collaborate with.
As part of the round table, we encourage participants to contribute with knowledge on closed (inactive) and current (active) local, regional and international networks whose work are relevant for our network. For example, we should consider the work of COST Action The digital literacy and multimodal practices of young children (DigiLitEY) and COST Action European Literacy Network (ELN) and several EARLI SIGs, such as SIG 06 – Instructional Design and SIG 07 – Learning and Instruction with Computers SIG 07 – Learning and Instruction with Computers as well as similar networks in other regions of the world. We ask, what networks are most relevant, what are their research agenda and findings, and how might SIG TALE build on and/or position itself in relation to these networks.
My own suggestion/working hypothesis is that SIG TALE should emphasize our interest in the subject L1, that is take a disciplinary and subject-specific approach to technology and L1 education on all levels and in all regions of the world. This makes good sense as no other network, to my knowledge, has that aim, and considering that we are a SIG embedded in ARLE.
In a future perspective, we might want to discuss whether the mapping of existing networks etc. point towards opportunities for funding and potential cross-national research project that we should aim at.

Bio:
Nikolaj Elf, University of Southern Denmark, Department for the Study of Culture, SDU, Odense, 5230 Odense M, Denmark, nfe@sdu.dk.
Elf is a PhD and associate professor/senior lecturer at Department for the Study of Culture, University of Southern Denmark, and (10%) at the National Literacy Centre, University of Stavanger. His main research field is all aspects related to Language 1/L1-education (also known as Mother Tongue Education (MTE)), including literature, writing, technology and multilingual education. He is the vice-chair and portfolio holder of Special Interest Groups (SIGs) and a co-coordinator of SIG TALE (Technology and Literacy Education) within the international Association for Research in L1 Education (ARLE; see www.arle.be/) and a co-editor of the ARLE affiliated journal L1 - Educational Studies in Language and Literature (www.l1research.org/). Also, he is a member of the steering committee of International Society for the Advancement of Writing Research (ISAWR) (www.isawr.org/)


Anna-Lena Godhe & Karin Jönsson (Sweden)
TELLING AND SHARING STORIES WITH TABLETS - EMERGING LITERACY PRACTICES IN PRIMARY SCHOOL CLASSROOMS

Based on observations in a primary school classroom, this presentation discusses and analyses emerging literacy practices in connection with the pupils’ use of tablets when creating narratives based on their own interests.
In 2011 a new curricula was introduced in Sweden where the use of digital technology in teaching was stressed. Based on the requirement in the new curricula, many schools decided to invest in personal digital devices for all pupils. In 2011 tablets were also a relatively new phenomenon. This study was conducted at a school in southern Sweden where the headmaster decided to invest in tablets to all first year pupils. One teacher and her group of pupils were observed over a period of three years. Particular attention was given to how the introduction of the tablets affected the activities in the classroom. The pupils were allowed to take the tablet home during weekends and school holidays.
This presentation focuses on the literacy practices that developed on Monday mornings in this class. That the pupils were allowed to use and explore the tablets during the weekends meant that they were eager to share what they had done with their classmates on Monday mornings. During the first lesson on Monday mornings the teacher therefore decided to let the pupils share and present something that they had done over the weekend with the rest of the class.
In the analysis of the empirical material, the concepts of affinity space (Gee and Hayes, 2011) and boundary (e.g. Engeström, 2009; Akkerman & Bakker, 2011) have been used. Affinity spaces are characterized by a shared interest where knowledge and experiences are shared and content is created through interaction (Gee & Hayes, 2011), whereas classroom activities are governed by rules and largely determined based on what pupil should learn. The concept of boundary is used to denote how activities in different environments, such as a classroom and a home environment, are affected by the context. Boundaries may therefore shed light both on similarities and differences relating to the context and which affect what and how activities are performed.
The analysis show that the narratives on Monday mornings are determined by the pupils interests and becomes a space where the pupils actively contribute to each other’s narratives and help each other to solve problems, for example in connection to games. An environment where the pupils dare to express themselves is created and this also contributes to collaborations between pupils in the classroom. The tablets become boundary objects that connect activities at home and in school which creates coherence between different contexts but also contribute to develop the pupils ability to express themselves, verbally and in multimodal narratives.
References;
Akkerman, S. F., & Bakker, A. (2011) Boundary Crossing and Boundary Objects. Review of Educational Research (81/2). 132-169.
Engeström, Y. (2009) Expansive learning: toward an activity-theoretical reconceptualization. In Illeris, K. (Ed.), Contemporary theories of learning: learning theorists in their own words. New York: Routledge.
Gee, J., & Hayes, E. (2011) Nurturing affinity spaces and gamebased learning. In Steinkuehler, C., Squire K. & Barab, S. (Eds.), Games, learning and Society: Learning and Meaning in the Digital Age. Cambridge University Press.

Anna-Lena Godhe - anna-lena.godhe@gu.se, anna-lena.godhe@mah.se
Karin Jönsson - karin.jonsson@mah.se


Anna-Lena Godhe & Sylvana Sofkova Hashemi & Petra Magnusson (Sweden)
DIGITAL COMPETENCE IN THE SUBJECT OF SWEDISH –CONCEPTUALIZATIONS IN CURRICULA

During the last decade, digital competence has become a core concept in policy making and in debates over the future of education since the role that schools may take in developing competences needed for citizenship in digitalized societies is debated globally. Currently, digital competence is used as a foundational concept in the re-formulation of curricula in Sweden (Regeringskansliet, U2015/04666/S). The curricular changes point in different directions, emphasizing the introduction of coding as well as critical, ethical and creative uses of technology.
This presentation explores how digital competence is conceptualized in recent changes in the curriculum for Swedish compulsory and upper secondary school. Based on a thematic content analysis of the changes in the curricula, aimed at supporting students’ digital competence, four themes have been identified; use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic changes differs among the subjects but the most dominating theme concerns the tool-oriented use of digital tools and media. This strong dominance of operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.

Alterations in curricula and syllabi in the subject of Swedish are of particular interest in this presentation. Moreover, differences between the curricula for compulsory school and upper secondary school will be explored. Furthermore, the shift in concepts that appears to be taken place at the moment, where competence replaces the concept of literacy is discussed. Literacy refers to meaning making and the understanding of texts and has been expanded to include digital and multimodal texts (i.e. Street, 1998). Competence on the other hand tends to refer to wider issues of the digitalization of society and education. What does this shift in concepts mean for language subjects and how do the recent changes in curricula relate to the concepts of digital literacy and digital competence.

Ref;
Regeringskansliet [Government offices of Sweden] (U2015/04666/S). Redovisning av uppdraget att föreslå nationella it-strategier för skolväsendet. [Report on the commission to propose a national IT-strategy for the education system]. Retrieved October 2017 from; https://www.skolverket.se/publikationer?id=3668

Street, B. (1998). New Literacies in Theory and Practice: What are the Implications for Language in Education? Linguistics and Education 10(1), 1–24.

Anna-Lena Godhe, University of Gothenburg, anna-lena.godhe@gu.se
Sylvana Sofkova Hashemi, University of Gothenburg, sylvana.sofkova.hashemi@gu.se
Petra Magnusson, Kristianstad university, petra.magnusson@hkr.se


Anna-Lena Godhe & Sylvana Sofkova Hashemi (Sweden)
MULTIMODAL TEACHING AND ASSESSMENT IN THE DIGITAL CLASSROOMS IN UPPER SECONDARY SCHOOL – EXPLORING THE POSSIBILITIES TO SUPPORT TEACHERS’ PROFESSIONAL COMPETENCE

An ongoing study, with the aim to develop teachers’ professional competence regarding teaching and assessment of digital, multimodal meaning-making, is presented and discussed in this presentation. The goal of the project is to develop models for teaching and assessment practice in which digital, multimodal meaning-making is explicitly linked to learning outcomes and curricula and used as a resource for teaching and learning.
In the study, teachers and researchers meet regularly in workshops with the aim to illuminate established meaning making-making practices and teachers’ understanding of multimodal texts and how they work with, and assess them, in the classroom, but also to develop these teaching practices. Teachers are educated for and used to instruct and asses verbal language (Godhe, 2013; Öman & Sofkova Hashemi, 2015). The presence of multiple semiotic systems in the representation of meaning requires an understanding of the semiotic and digital potential of texts moving beyond literacy strategies for print texts (Kress & van Leeuwen, 1996/2006; Serafini, 2012). In the workshops, teachers and researchers work together to understand and try out different models that explicitly focus on multimodal meaning-making (e.g. Bearne, 2009). Multimodal and digital aspects of meaning-making are discussed and addressed explicitly in regard to teaching goals and curricula in order to develop a common knowledge and concepts. This metalanguage is needed to be able to talk about and describe contemporary meaning-making and its possibilities, as well as difficulties and dilemmas. In-between workshops the teachers try out the models in their classrooms and in the following workshop they are able to exchange ideas and lessons learned based on their classroom experience in order to refine how the models could be used in their teaching.

The presentation discusses preliminary findings from the study focusing on which aspects of multimodal teaching and assessment that appears to be most problematic for the teachers to adopt in the classrooms. In what ways did the development of a common metalanguage contribute to the teachers understanding and competence in teaching and assessing multimodal meaning-making? Moreover, to what extent and how the models that have been tried out were helpful in developing the teaching and assessment practices in the classrooms will be discussed.
References;
Bearne, E. (2009). Multimodality, literacy and texts: Developing a discourse. Journal of Early
Childhood Literacy, 9(2), 156-187.

Godhe, Anna-Lena (2013). Tensions and Contradictions When Creating a Multimodal Text as a School Task in Mother Tounge Education. Nordic Journal of Digital Literacy. 8(4), 208-224.
Kress, G., & van Leeuwen, T. (1996/2006). Reading images: The grammar of visual design. London: Routledge.
Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. An International Journal, 7(2), 150-164. doi:10.1080/1554480X.2012.656347
Öman, A., & Sofkova Hashemi, S. (2015). Design and redesign of a multimodal classroom task – Implications for teaching and learning. Journal of Information Technology Education: Research, 14, 139-159.

Anna-Lena Godhe, University of Gothenburg, anna-lena.godhe@gu.se
Sylvana Sofkova Hashemi, University of Gothenburg, sylvana.sofkova.hashemi@gu.se


Anna-Lena Godhe & Dimitrios Koutsogiannis & Lisa Molin & Scott Bulfin (Sweden)
(RE)THINKING THE CONNECTION BETWEEN CRITICAL LITERACY AND CRITICAL DIGITAL LITERACY

In this roundtable we aim to discuss questions about how to make critical literacy more digital and digital literacy more critical. Pangrazio (2016) argues that there is a need to combine the skills of handling and making effective use of digital technology with the understanding of how technology is shaped by humans in order to question and challenge the digital tools and practices. Similarly, Darvin (2017) states that learners need to become aware of how social and cultural reproductions in digital spaces are shaped by power in order to develop the ability to critically examine digital media and verify information. Luke (2012) points out that digital culture are part of complex political and economic structures and that engaging in digital environments is not in itself a critical literacy approach, but rather requires new ways of describing, analyzing and critiquing these structures.
The roundtable will suggest central questions to be discussed such as; what strategies do students need in order to take a critical stance towards different kinds of texts and data that they encounter. How can teachers address and facilitate students’ agency and their understanding of how different positions effect how texts are created and interpreted?
In a time with increased focus on so called “big data” and artificial intelligence, it is important to discuss issues around data literacy and what that means, for us as educators and for our students. Do we as educators have sufficient data literacy to for example be critical to "big data" that official agencies or schools may want to use? How could data be opened up to both teachers and students in order to understand it and perhaps also create other types of big data?

Finally, as researchers of literacy, we need to ask ourselves questions of what it means to read and write. Do you read when you listen to a book? Do you write when an app translate your speech to writing? Technically this is possible today but how do we deal with these issues as teachers and researchers in higher education?

Suggested reading list;
Darvin, R. (2017). Language, Ideology and Critical Digital Literacy. In Thorne, S. & May, S. (Eds.), Language, Education and Technology (pp 17-30), Springer. DOI: 10.1007/978-3-319-02328-1_35-1

Luke, A. (2012). Critical Literacy: Foundational Notes, Theory into Practice, 51:1, 4-11. DOI: 10.1080/00405841.2012.636324

Pangrazio, L (2016). Reconceptualising critical digital literacy, Discourse: Studies in the Cultural Politics of Education, 37:2, 163-174. DOI:10.1080/01596306.2014.942836


Thorkild Hanghøj & Catherine Beavis & Kristine Kabel (Denmark)
GAMES, LANGUAGE AND LITERACY IN L1 AND L2

Games, Language and Literacy in L1 and L2
Thorkild Hanghøj*, Kristine Kabel, Signe Hannibal Jensen, Mads-Peter Mosberg Jensen, and Catherine Beavis*

Abstract
Digital games form a key part of many children and young people’s everyday life. Moreover, there exist a number of claims on the potential of games for developing literacy and language (Gee, 2003). Based on the widespread interest in the learning potential of games, there have been an increasing number of empirical studies, which look closer at how digital games may be used within the context of L1 (e.g. Beavis et al., 2017; Hanghøj, 2017) and L2 (e.g. Peterson, 2013; Jensen, 2017). However, there is a lack of overview of the knowledge on the use of games - both within research on L1 and L2 as well as across the two research fields.

In this paper, we wish to present preliminary findings from a systematic review on the empirical research on games, language and literacy within L1 and L2 in primary and secondary school. Given the assumed learning potential of games in students’ everyday lives, the review also includes studies that are conducted outside school contexts but relate to or have implications for the curricular aims of L1 and L2. Preliminary findings suggest that digital games have different status within the two subjects. Thus, several studies have shown positive effects on playing commercial games outside school on children’s learning of English as a second language - e.g. by expanding their vocabulary or communicative competence. At the same time, there exist relatively few studies on the use of commercial games within L2. Instead, the L2 research tends to focus more on using learning games. By comparison, there seem to be less indications of positive effects between children’s gameplay outside school and their performance within L1 - e.g. in relation to PISA assessments of reading (Borgonovi, 2016). At the same time, there exist a growing number of studies on the use of commercial games within L1 contexts. However, only few studies explore the interrelations between children's out of school gameplay and L1.

These differences do not only reflect the different status of digital games and game types within the L1 and L2 curricula, but also reflect broader differences between research traditions surrounding L1 and L2. In this way, our review tries to establish a cross disciplinary dialogue between research on games, language and literacies within L1 and L2. In summary, the aim of the paper is to discuss and conceptualize the relationship between 1) games, language and literacy, and 2) the research fields of L1 and L2, especially in relation to different research methodologies within the two fields and their different conceptions of literacy.

*Indicates paper presenter at the symposium.
 
Bios of presenters

Thorkild Hanghøj is associate professor at the Department of Communication and Psychology, Aalborg University. His research interests are within the field of Game-Based Learning, especially in relation to games and literacy, games and design thinking and the role of the teacher in facilitating games. He has conducted studies on how the use of computer games in L1 involve a dynamic interplay of knowledge practices and translations between in- and out-of-school domains. He now leads the GBL21 project, which explores how design-oriented approaches to games may develop students’ 21st century skills through game-related literacy practices in L1, Science and Math.

Thorkild Hanghøj is co-coordinator of CEAGAR, The Center for Applied Game Research at Aalborg University. He is also co-founder of NORDGOLD, the Nordic network for Game-Oriented Learning Design. He has been a visiting scholar at the Center for Games and Impact at Arizona State University and has published in both Danish and international research journals and anthologies. Together with colleagues, he is currently trying to establish GAMLIT, which is an international research network on GAMes and LITeracy.

Catherine Beavis holds a Chair in Education at Deakin University and is Deputy Director of REDI, Deakin University’s Director REDI: Research for Educational Impact, Deakin University's Strategic Research Centre for research in Education. Her work has a particular focus on digital culture, digital games, multimodality, the changing nature of text and literacy, and the implications of young people’s experience of the online world for contemporary English and Literacy curriculum, and on and offline learning. Her research looks particularly at digital games and young people’s engagement with them, exploring the ways in which games work as new textual worlds for players, embodying and extending ‘new’ literate and multimodal literacies and stretching and changing expectations about reading, narrative and participation.

Current studies explore literacy, learning and teaching in the digital age in the games-based classroom, learning with games in the informal learning context of the museum, and the ways in which international students in secondary schools use social media and the internet to maintain and develop connectedness It investigates how learners and teachers approach games, in and out of school differences, what happens to literacy, curriculum and pedagogy when games are brought into the classroom, how young people use and interact with digital games for diverse purposes, and the nature of games as both action and text.


carina hermansson & Anna Lindhé (Sweden)
YOUNG CHILDREN READING E-BOOKS: HOW MULTIMODAL FEATURES MATTER FOR EMOTIONAL LITERACY

The aim of this paper is to examine emotional aspects of digital literary reading. Whereas the potential of the Ebook to develop children’s literacy skills in terms of phonemic awareness, vocabulary, and reading comprehension has been of increasing interest to scholars (e.g. Lysenko & Abrami, 2014), its potential to develop emotional literacy, as, for example, empathy, has yet to be explored. In this paper, we want to address this lacuna by examining young children’s reading of a narrative text in e-book format. The empirical data is taken from a larger study concerned with understanding the complexity of digital reading practices in early childhood education. The data consists of video documentation, field notes and interviews, collected in a Swedish preschool class one day every other week, from September, 2014, till May, 2015. The 27 six-year-olds and the teacher had access to his/her own digital device.

We argue that the multimodal features of the Ebook create a space for the development of complex emotional processes. Ebook-readers are invited not only to respond to characters’ emotions – represented in written words and in pictures; they are also invited to detect and interpret emotion in – or feel themselves into – the digital read-aloud voice, thus producing increased interactive engagements between reader, text, and digital device. In addition, the collective reading experience (facilitated by the digital read-aloud voice) invites readers to read each other’s emotions as well as alerting them to the existence of other perspectives. This interdependent process, between text, materiality, and individuals, may promote emerging democratic abilities, for example empathy, suggesting that digital literary reading may play an important role in the preschool’s work with democratic values. The theoretical basis of this study is emotional literacy (Steiner and Perry 1997), that is, “the ability to understand ourselves and other people” (Weave 2004: 2). Important concepts are empathy, the ”intimate, feeling-based understanding of another’s inner life” as well as with inanimate things (Currie 2011: 82), and embodiment.

References
Currie, G. (2011). “Empathy for Objects”. In Coplan, A. & Goldie, P. (Eds.) Empathy: Philosophical and Psychological Perspectives. Oxford: Oxford UP, pp. 82-95.

Lysenko, L. V., & Abrami, P. C. (2014). ”Promoting Reading Comprehension with the Use of Technology”. Computers & Education, 75, 162-172.
Steiner, C. & Perry, P. (1997). Achieving Emotional Literacy: A Personal Program to Increase Your Emotional Intelligence. London: Bloomsbury
Weare, K. (2004). Developing the Emotionally Literate School, London: SAGE.


Elena Ioannidou & Valentina Christodoulou (Cyprus)
NEW DIGITAL PRACTICES AND EMERGING LITERACY FORMS: A PRELIMINARY INVESTIGATION OF YOUNG PEOPLE’S LANGUAGE USE IN SOCIAL MEDIA

The present paper investigates the digital practices of young people (aged 14-20), in the context of Cyprus, that draw on but are also mediated by written texts. Digital literacy practices can have a productive contribution to educational practices, since this does not only involve users’ metalinguistic awareness of language choices made but it also gives way to new directions for the use of social networking platforms such as Facebook and Instagram in educational settings.
In particular, three aspects of young people’s digital uses of language are explored:
a) Greeklish (use of Latin alphabeted characters in Grek words), a common writing system used mostly among youth in social media and online interactions which is strongly stigmatized by educators and mainstream media. Greeklish is investigated as a dynamic digital practice which indexes participation in certain digital communities and as a system which is in constant interaction with traditional processes of spelling.
b) Engreek (use of Greek alphabet in English words), a popular and rather recent practice with users which can be characterised as a reversal of Greeklish. Engreek is investigated through the lens of linguistic novelty or even resistance in the sovereignty of Greeklish and English language in digital environments.
c) Hashtags in social networking sites (e.g. Facebook and Instagram) as processes of text-density.
The objective is to obtain a more rounded picture of the ways in which the different forms of digital practices and emerging linguistic choices have repercussions and potentially shape the practices of basic education of children. The main methods of data collection involve the creation of a corpus of data from participant interactions on Facebook and Instagram (25 texts), as well as advertisements on Facebook (20 texts), collections questionnaires (117 online questionnaires) and interviews to be carried out at subsequent stages of the research. For the analysis of data we adopted models of analysis that spring from sociolinguistics, from theories of Literacy, Ethnography of Communication and discourse analysis.


Elisavet Kiourti (Cyprus)
(DIS)CONNETING LITERACY PRACTICES: A CRITICAL COMPARISON OF ONLINE GAMING AND CLASSROOM.

In contemporary capitalistic society, the proliferation of widely affordable and accessible Internet connectivity has transformed, in many ways, how video games are played. Millions of players globally connect to violent multiplayer first-person shooter games (e.g Call of Duty, Counter Strike: Global Offensive) and/or massively multiplayer online role playing games (e.g League of Legends, World of Warcraft) in their everyday lives. Yet, like other human-made products videogames are often associated with the narrative of moral panic (Cohen, 1980) e.g. delinquent behaviour of the players (Von Radowitz, 2015), and decrease in students’ reading (Bradshaw & Nichols, 2004). Gaming contexts though, are far more complex and more demanding environments than publicly assumed. In gaming environments players participate in a variety of digital literacy practices (Gee, 2007; Steinkuhler, 2997) in which they linguistically and performatively interact with the game itself, their co-players and their opponents (Ensslin, 2012; Wright et al., 2002). Within this context, the current study describes an ethnographic research investigating the literacy practices of four young gamers in the context of Cyprus. Drawing on the framework of Autonomous and Ideological Models of Literacy (Street, 2005) and Unified Discourse (Gee, 2014) the current ethnographic research has a twofold aim. First, it seeks to investigate how players are engaged in gaming literacy practices, and second to explore the stance of the players in classroom literacy practices. The analysis shows that classroom as literacy field shares specific features that disengage students from literacy practices, while video games function as spaces engaging players with a multiple literacy practices and self-driven learning.

Bio: Elisavet Kiourti is special scientist at the University of Cyprus. She holds a Bsc in Greek Literature (Aristotle University of Thessaloniki) and an MA in Computational Linguistics (University of Essex). Currently she is a Phd Candidate on Video Games, Language and Literacy. Her research areas include digital and gaming literacies, non formal education, language and identity. Her main publications include: Kiourti E., (in press), «SHUT THE FUCK UP re! Plant the Bomb Fast”: Reconstructing language and identity in First Person Shooter Games, in Approaches to Videogame Discourse, A. Ensslin & I. Balteiro, Bloomsbury Publishing: New York. ; Kyriazis M., Kiourti E., (2018), Engaging with online environments can improve health in ageing, Frontiers Journal. ; Κyriazis M., Kiourti E., (in press), Interactions with technology as a cognitive anti-ageing hormetic stimulus: A multidisciplinary approach, Springer Pumblishing.

Elisavet Kiourti, University of Cyprus, ekiour01@ucy.ac.cy


Stavroula Kontovourki (Cyprus)
EXPLORING DISCOURSES OF DIGITAL LITERACY IN POLICY, CURRICULA, AND PRIMARY SCHOOL TEACHERS’ NARRATIONS IN CYPRUS

The purpose of the presentation is to discuss the ways in which “digital literacy” is formulated as an object of pedagogy at different levels and fields of action within the broader educational terrain. To explore this, discourses on literacy and digital media in primary education are mapped out across official policy mandates, curriculum texts, and primary school teachers’ narrated perceptions in the Republic of Cyprus.
The mapping of these discourses is theoretically grounded in the Foucauldian notion of technologies of power that focuses on how knowledge is produced through a set of ideas that target an object (Fejes, 2008). This grounding helps identify the different techniques that define what may be possible and desirable in particular social situations, and hence subject those who participate to certain ends and dominations (e.g., Foucault, 1982/1997; Luke, 1992). From a methodological perspective, the presentation combines policy analysis and qualitative interviewing that allow the identification of techniques and discourses at the different levels of interest. Archival data comprised of official policies and announcements, circulars, and curriculum texts published by the Ministry of Education and Culture post-2010, which – in the international, Anglophone literature – appears as a period of rapid increase of studies on digital literacies and (early) schooling (see e.g., Flewitt et al., 2014; Kontovourki et al., 2017). Interview data are drawn from a broader research project, initiated as part of COST Action IS1410, that examines teachers’ digital biographies and perceptions. This presentation utilizes data from the study in the Greek-Cypriot context that were collected through semi-structured individual interviews with 22 pre-primary and early primary teachers in 2016-2017.
Thematic analysis across data sets was further informed by Green’s “3D model of literacy” (e.g., Green & Beavis, 2012) to identify discourses on digital literacy within and across official policy, curricula, and teacher perceptions. Of most importance were not only the commonalities and differences across and within fields, but also the gaps and contradictions that emerged when the very notion of digital literacy was situated in the context of literacy learning in contemporary primary school classrooms. In this sense, this presentation discusses Cyprus as a case of how discourses on (digital) literacy flow and are sedimented across domains, and contributes to the first symposium theme (current directions in literacy research, policy and practice) by raising questions about the constrictions and possibilities of expanding the meaning of literacy and literacy pedagogy in primary schooling.
References
Green, B., & Beavis, C. (Eds.) (2012). Literacy in 3D: An integrated perspective in theory and practice. Victoria, Australia: ACER Press.

Fejes, A. (2008). To Be One’s Own Confessor: Educational Guidance and Governmentality. British Journal of Sociology of Education, 29, 653-664.

Flewitt R., Messer D. & Kucirkova N. (2014) New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy. DOI: 10.1177/1468798414533560.

Foucault, M. (1982/1997). Technologies of the Self. In P. Rabinow (Ed.), Michel Foucault: Ethics, Subjectivity and Truth (pp. 223-251). New York: The New Press.

Kontovourki, S., Garoufallou, E., Ivarsson, L., Klein, M., Korkeamaki,R.L., Koutsomiha, D., Marci- Boehncke, G., Tafa, E. & Virkus, S. (2017) Digital Literacy in the Early Years: Practices in Formal Settings, Teacher Education, and the Role of Informal Learning Spaces: A Review of the Literature. COST ACTION IS1410. ISBN: 978-0-902831-48-3.

Luke, A. (1992). The body literate: Discourse and inscription in early literacy learning. Linguistics and Education, 4(1), 107-129.

1Presenter Contact Information
Stavroula Kontovourki
Department of Education,
University of Cyprus
P.O. Box 20537
1678 Nicosia
Cyprus
+357-22892930
kontovourki.stavroula@ucy.ac.cy


Short biographical note
Stavroula Kontovourki is Assistant Professor in Literacy and Language Arts Education at the Department of Education, University of Cyprus, where she teaches undergraduate and graduate courses on languages arts teaching methods, language and literacy development, and multiliteracies. Her research interests cover literacy and language arts education, the performance of literate identities in and out of school, digital literacy and multimodality (textual and embodied), literacy teachers’ professional identities, and literacy policy, curricula, and educational change. She is one of the editors of Literacies, Learning and the Body (Routledge, 2016) and has published in international journals and edited volumes.


Jasmiina Korhonen ()
EMERGENT LEADERSHIP IN STUDENTS’ COLLABORATIVE ACTIVITY IN A SCHOOL-BASED MAKING AND DESIGN ENVIRONMENT

Our study investigates the social construction of leadership in students’ group work in a novel school-based design and making environment. Research has shown that emergent leadership pivotally affects collaborative group processes and outcomes. However, little is yet known how leadership emerges in contemporary making and design learning environments that engender different demands and possibilities for social activity than more traditional settings (Korhonen 2018; Kumpulainen, Kajamaa, & Rajala 2018).

In this study, we define leadership as a process, which emerges dynamically in children’s interaction during collaborative making activities (Miller et al., 2013; Shin et al., 2004; Yamaguchi, 2001). We adopt a Vygotskian understanding of learning that posits development in the dialectical interplay between an individual and the sociocultural environment (Vygotsky, 1998). We view emergent leadership in the complex, in-the moment reality, which entangles the children, teachers, digital and material artifacts. The human and non-human aspects of the learning environment create a space for negotiating leadership in group activities. In this sense, we see the Vygotskian understanding as connected to posthumanist approaches (Kuby & Crawford, 2017; Kuby & Rowsell, 2017).

We investigate socially emerging leadership by identifying leadership moves, which manifest themselves while group members make initiatives that are acknowledged and negotiated in the group (Li, et al. 2007; Miller, et al. 2013; Sun, et al. 2017). Following Barron’s (2003) conceptualization, we also investigate how identified leadership moves mediate collaborative group processes from the perspective of content space and relational space.

The empirical data of this study draw on videodata of five student groups working in a school-based making and design environment, the FUSE studio. This environment offers students with different STEAM (Science, Technology, Engineering, Arts & Mathematics) challenges. Students choose what challenges they want to work on, when, and with whom based on their interests.

The results indicate that the children used leadership moves to plan and organize the groups work and develop ideas to promote solving of the problem at hand. The detected leadership moves depicted the regulation of the relational space of collaborative work. Successful regulation of relational space seemed to interact positively and advance the students’ problem-solving (i.e. content space). In sum, our study demonstrates that leadership is a pivotal part of children’s collaborative work in novel making and design environments that deserves further research attention to ensure productive collaboration, including teacher support and interventions.

Biographies of the authors

Jasmiina Korhonen, M.Ed, is a doctoral candidate at the Faculty of educational Sciences, University of Helsinki. She has conducted video-based research in schools on the topics of children’s leadership and collaboration. She is an active member of the Learning, Culture and Interventions expert group, at the University of Helsinki. Currently, she is working in an Academy of Finland funded project entitled “Learning by making: the educational potential of school-based makerspaces for young learners digital competencies" (iMake).

Kristiina Kumpulainen, PhD, is Professor of Education, specializing in pre-school and early primary education at the Faculty of Educational Sciences, University of Helsinki. Recognized internationally for her scholarship Kumpulainen is the author of over 100 articles and 10 books. Her research interests focus on children’s learning, development and wellbeing in their communities, formal and informal education, dialogic learning, agency and identity, multiliteracies, and professional development of teachers. She is the recipient of numerous research and development grants. Her current research projects include the Joy of learning multiliteracies (Funded by the Finnish Ministry of Education and Culture) and School-based makerspaces for promoting young learners’ digital literacies and creativity (funded by the Academy of Finland). She is a regular keynote speaker in national and international conferences and venues.

Anu Kajamaa is an Associate Professor and a research group leader at the Faculty of Educational Sciences, University of Helsinki. She received her PhD in 2012. Her award-winning doctoral dissertation is a study of change management and long-term evaluation of organizational change efforts within formative interventions. She has conducted extensive collaborative research and intervention projects in schools, teacher education, health care and social care, and entrepreneurship contexts. Kajamaa has produced over 30 refereed publications in national and international journals. Her current research focuses on children’s learning, development and creativity in school-based makerspaces.

References:

Barron, B. (2003). When Smart Groups Fail. Journal of the Learning Sciences, 12(3), 307–359.
Korhonen, J. (2018). Children’s leadership and forms of collaboration in a new learning environment.
Master’s thesis. University of Helsinki. Faculty of Educational Sciences.
Kuby, C. & Crawford, S. (2017) Intra-activity of humans and nonhumans in writers’ studio: (re)imagining
and (re)defining ‘social’. Literacy, 52(1), 20–30.
Kuby, C. & Rowsell, J. (2017) Early literacy and the posthuman: Pedagogies and methodologies. Journal
of Early Childhood Literacy, 17(3), 285–296.
Kumpulainen, K., Kajamaa, A., & Rajala, A. (accepted for publication). Motive-demand dynamics creating
a social context for students’ learning experiences in a making and design environment. In A.
Edwards, M. Fleer & L. Bøttcher (Eds.) Cultural-historical approaches to studying learning and
development: societal, institutional and personal perspectives. Springer.
Li, Y., Anderson, R., Nguyen, K., Dong, T., Archodidou, A., Kim, I. -H., Kuo, L. - J., Clark, A., Wu, X.,
Jadallah, M., & Miller, B. (2007). Emergent leadership in children’s discussion groups. Cognition and
Instruction, 25(1), 75 –111.
Miller, B., Sun, J., Wu, X., Anderson, R.C (2013). Child Leaders in Collaborative Groups. In C. Hmelo-
Silver, C.A. Chinn, C.K.K. Chan & A. O’Donnell (eds.), The International Handbook of Collaborative
Learning, 268–280. New York & London: Routledge
Shin, M. S., Recchia, S. L., Lee, S. Y., Lee, Y., & Mullarkey, L. S. (2004). Understanding early childhood
leadership: Emerging competencies in the context of relationships. Journal of Early Childhood
Research, 2(3), 301–316.
Sun, J., Anderson, R.C, Perry, M., Lin, T-J. (2017) Emergent Leadership in Children’s Cooperative Problem
Solving Groups. Cognition and Instruction, 35(3), 212–235.
Vygotsky, L.S. (1998). Collected works (Vol. 5). New York: Plenum.
Yamaguchi, R. (2001). Children’s learning groups: A study of emergent leadership, dominance, and group
effectiveness. Small Group Research, 32(6), 671–697.

Contact information:

Jasmiina Korhonen
University of Helsinki
Faculty of Educational Sciences
P.O.Box 9, 00014 University of Helsinki, Finland
E-mail: jasmiina.korhonen@helsinkifi
Tel: +358 50 3768481

Kristiina Kumpulainen
University of Helsinki
Faculty of Educational Sciences
P.O.Box 9, 00014 University of Helsinki, Finland
E-mail: kristiina.kumpulainen@helsinki.fi
Tel: +358 50 3185221

Anu Kajamaa
University of Helsinki
Faculty of Educational Sciences
P.O.Box 9, 00014 University of Helsinki, Finland
E-mail: anu.kajamaa@helsinki.fi
Tel: +358408232358


Dimitrios Koutsogiannis (Greece)
CRITICAL DIGITAL DISCOURSE ANALYSIS IN LANGUAGE TEACHING: THEORY AND PRAXIS

During the last decades, a rich literature has been developed around the use of digital technologies in teaching literacy; it concerns various aspects from what is new in pedagogy and literacy (digital literacy, multimodality) to the fact that the digital reality in literacy is not neutral (critical digital literacy). There are also interesting research contributions focusing on the difficulty of incorporating new technologies in education.
Although this research tradition is rich and useful, a critically-oriented theory and method focusing on how to open the black box of digital everyday schooling is missing. We claim that this turn to the pedagogical praxis is the necessary condition in order to understand digital teaching practices as organic elements of a complex reality where multiple scales (local and global, personal and systemic, economic and cultural) coexist in unique ways, indicating that nothing happens in a social and educational vacuum.
In this round table we will attempt to achieve two aims. Firstly, we will present a suitable theoretical and methodological framework in order to analyze digital educational practices, and, secondly, we will apply this framework to indicative digital teaching examples.
The panel includes four presentations based on a longitudinal research in Greek educational contexts, namely primary and secondary education teaching practices in terms of teaching Greek as L1, and teacher learning practices in the context of an online teacher training course (e.g. Koutsogiannis et al., 2015). The first contribution (Koutsogiannis) will focus on describing the theoretical and methodological framework that informs the whole research. The second one (Chatzikiriakou) will showcase how digital technology interweaves with multiple historical features in a technology-mediated teaching grammar event. The third presentation (Antonopoulou) will focus on the directional relationship between teaching practices and technological affordances on online teaching events. The fourth contribution (Adampa & Pavlidou) will address the interrelationship between classroom space(s) and the nexus of digital technologies, identities of teacher/students and pedagogic discourses.

Koutsogiannis Dimitrios (dkoutsog@lit.auth.gr)
Analyzing digital teaching practices: a theoretical framework
The basic principle of this presentation is based on the assumption that the debate on understanding the complexity of integrating technology into (language) teaching should start far beyond technology but include it; in order to be able to do this, a theoretical framework is suggested in the first part of this presentation, based on a combination of scientific traditions (sociolinguistics of globalization, Blommaert, 2010; critical discourse analysis, Fairclough, 2003; Gee, 2011; social semiotics, Kress, 2010; Latourian perspectives on the role of technology in social contexts, Latour, 2002; Bernsteinian tradition in developing a grammar of the pedagogical discourse, Bernstein, 1996 and classroom discourse analysis, Rymes, 2016). The presentation will concentrate on the importance of the following parameters: Society (and history), technology and education; Technological affordances and teaching; Agency, discourses and identities. In the second part of the presentation, a methodological framework is suggested based on Scollons’ (Scollon & Scollon, 2004) “nexus analysis”. Following Scollons’ we consider that every teaching “action” constitutes a nexus connected with many rhizomes related to (some of the) aforementioned parameters.

Chatzikiriakou Ioanna (hatzikiriakou.ioanna@gmail.com)

Layered simultaneity in a digital teaching grammar event

Using nexus analysis we attempt to showcase how digital technology interweaves with multiple historical levels and features to construct the teaching reality of «knowledge about language». The presentation focuses on a technology-mediated teaching grammar event in the second grade of a primary school. Emanating from the moment of social action, we note how specific digital educational software is understood by teachers’ agency as a means to smooth a difficult teaching objective, such as recognizing the parts of speech, and make students more energetic in the learning process, as they stand up and move «stuff» in the central computer. We try to showcase that the pedagogical use of digital media is not neutral but it is interwoven with local and global discourses as they are rearticulated by teachers’ agency.

Antonopoulou Stavroula (santwno@hotmail.com)
Technological affordances and learning in online teaching practices
Nowadays online learning has become a common practice, giving rise to a new field of research that is the analysis of educational discourse within online environments. Τhe present contribution focuses on the bidirectional relationship between technological affordances and teaching (learning) practices, as the affordances can define the limits of educational practices but also pedagogic ideology can shape the use of technologies. Using nexus analysis, it will be highlighted how multiple factors interweave in an online teaching event, such as technological affordances but also the roles and identities of the participants, their previous shared knowledge and the institutional and communicative context. An indicative example of analysis will be given from a teachers’ professional development program, especially regarding collaborative practices with the use of asynchronous discussion forums, in order to show how learning is shaped by the above factors.

Adampa Vasiliki (vadampa@hotmail.com) & Pavlidou Maria (pavlidma@gmail.com)
Digital language teaching practices and fluid classroom space(s) in a multilayered educational reality
Moving beyond technological determinism, the integration of ICTs in (language) teaching is considered to be a highly complex issue, which is intertwined with the identities and agency of teachers and students, local and global pedagogic discourses, affordances and limitations of digital media, as well as classroom space. The presence of digital technologies in the classroom is an important parameter for learning and teaching. As Jewitt aptly remarks: “The materiality and the spatiality of the classroom is shaped by the technologies within it and vice versa, and both are in a dynamic relationship with the interactions that happen in the classroom” (2013: 144). Through the analysis of an indicative digital teaching event, this presentation focuses on the various ways classroom space is constantly reconfigured through the intersection and interplay of the historical trajectories of new technologies, pedagogic protagonists and various pedagogic discourses.
References
Jewitt, C. (2013). Multimodality and digital technologies in the classroom. In I. de Saint-Georges & J. Weber (Eds.), Multilingualism and Multimodality: Current Challenges for Educational Studies (pp. 141-152). Rotterdam: Sense Publishers.


Kristiina Kumpulainen (Finland)
LEARNING MULTILITERACIES FROM EARLY YEARS ONWARDS: AN EDUCATIONAL REFORM INITIATIVE IN FINLAND

This paper discusses the impetus and rationale for the introduction of multiliteracies in Finnish curriculum reform and defines what counts as multiliteracy in the Finnish context. The discussion links to the international research literature and notes some of the challenges in defining and promoting multiliteracies in education. The paper argues that although the inclusion of multiliteracy in curriculum texts is an important step, this is not in itself sufficient. In Finland, teachers are currently ill-prepared to conceptualize and consciously promote multiliteracies in education and, consequently, to implement the new curricula requirements. Ensuring that multiliteracies become an integral part of educational practice from early years onwards will require professional development coupled with research and development of pedagogy and learning environments. The paper introduces The Joy of Learning Multiliteracies (MOI), an ongoing national research and development programme launched by the Finnish Ministry of Education and Culture and researchers and teacher educators (www.monilukutaito.com). The programme responds to the need to conceptualise and promote young children's (0-8 years) engagement with multiliteracies in formal education and beyond through research and co-design of learning environments and pedagogies to enhance multiliteracies among culturally and linguistically diverse children, both in educational and cultural institutional settings and in homes and communities. Ten communities situated in the metropolitan area of Helsinki are participating in the MOI programme, each including an early years centre, a primary school, a local library and other local cultural providers within the community. The participating children and their families represent diverse social and cultural backgrounds. Altogether, about 1500 children and their guardians are participating in the MOI programme, along with 500 teachers. The research and development work involves close collaboration between the academics, teachers and community members in the field in co-designing the learning environments and documenting, reflecting on and analysing their works across settings from the perspective of children, teachers, families and institutions. Observation, video documentation and analysis, children's productions and artefacts, interviews and surveys of teachers, parents and the children themselves all contribute to building the MOI data corpus. The MOI programme's multilevel approach is designed to enhance understanding and promotion of children's multiliteracies through (a) designed learning activities; (b) communities of practice; (c) knowledge construction and creation and (d) agency and identity formation. It is further hoped that the programme will contribute to global discussion on the meaning and purpose of multiliteracies in contemporary education and in societies at large.

Kristiina Kumpulainen, PhD, is Professor of Education, specializing in pre-school and early primary education at the Faculty of Educational Sciences, University of Helsinki. Recognized internationally for her scholarship Kumpulainen is the author of over 100 articles and 10 books. Her research interests focus on children's learning, development and wellbeing in their communities, formal and informal education, dialogic learning, agency and identity, multiliteracies, and professional development of teachers. She is the recipient of numerous research and development grants. Her current research projects include the Joy of learning multiliteracies (Funded by the Finnish Ministry of Education and Culture) and School-based makerspaces for promoting young learners' digital literacies and creativity (funded by the Academy of Finland). She is a regular keynote speaker in national and international conferences and venues.

Contact information: Kristiina Kumpulainen, Faculty of Educational Sciences, P.O.Box 9, 00014 University of Helsinki, Finland. Gsm: +358 50 3185221. Email: kristiina.kumpulainen@helsinki.fi


Nathalie Lacelle & Jean-François Boutin (Canada)
FROM WRITTEN & PAPER FETICHISM TO MULTIMODAL & DIGITAL OPEN-MINDNESS: A PORTRAIT OF QUEBEC'S LENGTHY LITERACY TRANSITION IN L1 CLASSES.

From Written & Paper Fetichism to Multimodal & Digital Open-mindness: a Portrait of Quebec's lengthy literacy transition in L1 classes.
Nathalie LACELLE, Ph.D., UQÀM, titulaire de la Chaire en littératie médiatique multimodale
JF BOUTIN, Ph.D, UQAR, membre de la Chaire de littératie médiatique multimodale

As the main focus of ARLE's SIG TALE consists on «exploring the use of digital technologies and media in L1, both in a historical perspective and in terms of contemporary sociocultural practices locally and globally», we would like to share a dense and revealing portrait of the actual shift that is slowly, but surely occurring in Quebec L1 classes (French language). University of Quebec in Montreal's Chaire de littératie médiatique multimodale is a the forefront, both in terms of research and in-class instruction, of these gradual epistemological and pragmatical changes in primary & secondary schools of La belle province. In incorporating information and communication technologies (ICT) – and in particular, digital technologies – into formal French teaching (reception / «reading», production / «writing», etc.) and informal learning - «the[...] multisemiotic communicative reality inside and outside school» - , the chair is centrally mobilizing multimodality, social semiotics, cybernetics and connected learning paradigmatic assumptions as the main anchors of its educational, sociocultural and political commitment and interventions. The chair is also specifically dedicated to the analytical & critical exploration of multiples relations between 1) contemporary (multi)language sharing (signs, codes, modes, designs, languages) and its learning / teaching and 2), in a broader scope, between informal & formal literacy education and actual digital humanities and cultures. Finally, the chair is aggregating researches form different methodological avenues such as design-based research (DBR), action research, collaborative research, development research and ethnographic research into its evolving dialogue on contemporary literacy with students, teachers, counselors and educators of all horizons.


References

Basque, J. ( (2015). Un modèle méthodologique de recherche-design (Design-Based Research) pour favoriser l’innovation pédagogique en enseignement supérieur. Colloque CIRT@ 2015, http://r-libre.teluq.ca/737/
Bezemer, J. & Kress, G. (2016). Multimodality, Learning and Communication. A Social Semiotic Frame. Oxon: Routledge.
Boutin, JF & Lacelle, N. (2017). Une approche méthodologique prometteuse en didactique du français: la recherche-design. La lettre de l’AIRDF, 62, p. 45-48.
Domingo, M., Jewitt, C. & Kress, G. (2015). Multimodal Social Semiotics. Writing in Online Contexts. In Rowsell, J. & Pahl, K, (dir)., The Routledge Handbook of Literacy Studies. Londres: Routledge, p. 251-266.
Halliday, M.A.K. (1978). Language as Social Semiotics. The Social Interpretation of Language and Meaning. Londres: Edward Arnold.
Jewitt, C., Bezemer, J. et O’Halloran, K. (2016). Introducing Multimodality. Oxon: Routledge.
Kress, G. (1997). Before Writing: Rethinking the Paths to Literacy. Londres: Routledge.
Kress, G. (2010). Multimodality. A Social Semiotic Approach to Contemporary Communication. Londres: Routledge.
Kress, G. & Hodge, R. (1988). Social Semiotics. Cambridge: Polity Press.
Kress, G. & van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. Londres: Arnold.
Lacelle, N., Boutin, JF & Lebrun, M. (2017). La littératie médiatique multimodale appliquée en contexte numérique. Outils conceptuels et didactiques. Québec: PUQ.
Lebrun, M., Lacelle, N. & Boutin, JF (dir.) (2012). La littératie médiatique multimodale. De nouvelles approches en lecture-écriture à l'école et hors de l'école. Québec : PUQ.
Romero, M. & Lille, B. (2017). La créativité, au coeur des apprentissages. In Romero, M., Lille, B. & Patino, A. (dir.), Usages créatifs du numérique pour l’apprentissage au XXIe siècle. Québec: PUQ, p. 15-28.
Rowsell, J. (2013). Working with Multimodality. Rethinking Literacy in a digital Age.. Londres: Routledge.
Serafini, F. (2014). Reading the Visual. An Introduction to Teaching Multimodal Literacy. New-York: Teachers College Press.


Bios
Nathalie LACELLE, Ph.D., holds Université du Québec à Montréal’s Strategic Chair in Littératie médiatique multimodale. She’s a professor of multimodal media literacy at UQÀM. Her main interests are the development of multimodal & digital competences in formal & informal contexts.

J.F. BOUTIN is a professor of applied linguistics (contemporary communication) at Université du Québec (Campus de Lévis / UQAR). His main interests are the cohabitation of informal & formal contemporary communication practices and the epistemology of multimodal thinking in education.



Brigitte Louichon & Eleonora Acerra & Helene Raux & Gwendolyn Kergourlay ()
READING DIGITAL LITERARY APPS AT SCHOOL

Description of the symposium / Round table

The large-scale dissemination of mobile and web applications in everyday lives and their common use in informal learning contexts bring into question their possible integration into educational environments and, more specifically, into the class practices. Several experiences in the last decade, from various theoretical and methodological perspectives, have explored their potential and limits in the school context [Kucirkova - Falloon, 2017; Merchant - Gillent - Marsh - Davies, 2013] : different disciplines, audiences and project goals were tested, recently proving the importance for the educators to move from "considerations of what to do to the concern of how to go" [Squire, 2005].
Literary apps are part of this reflexion and empirical studies have defined a first overview of their "affordances and limitations" [Bus - Takacs - Kegel, 2014] for the multiliteracy education: some of the effects of digital reading were described [Baccino - Drai-Zerbib, 2015; Mangen, 2008]; performances in decoding, understanding and memorising have been evaluated, often comparing print and digitised reading experiences [Mangen - Walgermo - Brønnick, 2013 ; Yilmaz - Orhan - Ugras - Kayak, 2014 ; Fittipaldi - Juan - Manresa, 2015; Dalla Longa - Mich, 2013]; designs, interfaces and UX have been considered [Landoni - Wilson - Gibb, 2000; Colombo - Landoni - Rubegni, 2012 ; Larson, 2010 ; 2013], as well as the physical participation of the reader in the immersion in the fictional stories [Mangen, 2008]. More recently, researches have questioned the readers' receptions [Acerra - Louichon, 2018] , the "impact of fictional reading with electronic devices on school and family reading situations" [Manresa - Real, 2015], and the specific skills and competences [Gervais, 2009; Saemmer, 2015 ; Bouchardon, 2014; Lacelle, Boutin and Lebrun, 2017] required for accessing digital and multimodal literary texts designed for touch and mobile screens.
Their forms, structures and reading strategies raise specific questions for the literacy development: how can narrative apps be integrated in the literary class? How are multimodal and interactive features presented and articulated to the literary reading teaching process? How are pupils and students introduced to the poetics of interactivity [Ryan, 2015] and to the multimodal reading that appear to be crucial for the reception of the digital literary work?
The following communications are inscribed in the children's and young adults' digital literature domain and aimed at offering some preliminary answers to those questions, through the analysis of three qualitative case-studies concerning the reception of interactive and multimodal fictional works across different genres and school levels in France. We will consider the hypermedia reading of two digital picturebooks at the primary school (Moi, j'attends [France Télévision, 2013] and Avec quelques briques [Clea Dieudonne, 2014]), an interactive literary narrative experience at the middle school with Déprise [2010] and a digital graphic novel at the high school (Phallaina [France Télévision, 2016]).
Data will be collected through a common protocol consisting of a digital reading session, a written questionnaire and an interpretative debate among the participants. The interpretation of the data will lay out some principles for exploring digital works in the class context, with a particular focus on the specific needs for accompanying the construction of the comprehension and the interpretation of the digital fiction.

Presentation of the 1st communication
This contribution is aimed at presenting the results of two hypermedia literary reading experiences realised in four French classes (CM1-CM2, corresponding to the last two years of the primary school). Pupils read two app adaptations of eponymous picturebooks: Moi, j'attends… [France Télévision, 2013] and Avec quelques briques [Clea Dieudonne, 2014].
By analysing the questionnaires, their navigation paths and the verbal exchanges held during the interpretative debate phases, we will particularly consider the students' reception and comprehension-interpretation of the digital literary work, as well as their choices and movements on the screen.

Presentation of the 2nd communication
Déprise by Serge Bouchardon [2010] is considered as an electronic literary reference by the French Education Department , and its author is widely acknowledged for his theoretical reflection on electronic literature. In this context, it is worth asking how students interpret his work and if they perceive it as a literary object. We will more particularly try to understand how the articulation between texts, images, animations and screen manipulation are considered and if they are effectively taken into account in their interpretation.

Presentation of the 3rd communication
Phallaina [France Télévision, 2016] can be defined as a scrolling graphic novel: no frame appears and each screen blends into the next one [Hoguet, Chavin, 2017].
What kind of reading experience does this new media artwork provide, and how could it be used in school?
In order to investigate which reading skills are particularly required, we will consider a sample of high school students involved in a reading experience and answer more particularly three main questions: which kind of artworks do they relate to this multimodal creation - graphic novels, movies, paintings…? Which multimodal elements are used to support their interpretation? How do students use intertextual and/or intericonical resources? And, from the teacher's perspective, how can this experience be incorporated into the literature curriculum?

Bibliography
Acerra, E., Louichon, B. (2018). "Lire et débattre autour d'une application hypermédiatique de littérature pour la jeunesse à l'école primaire: étude exploratoire". Textura - Canoas 20(42): 35-39. DOI: https://doi.org/10.17648/textura-2358-0801-20-42-3608
Baccino, T., Drai-Zerbib, V. (2015). La lecture numérique. Grenoble: Presses universitaires de Grenoble, 2015.
Bouchardon, S. (2014). La valeur heuristique de la littérature numérique. Paris: Hermann, collection " Cultures numériques ".
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children's emergent literacy. Developmental Review: Perspectives in Behavior and Cognition, 35, 79-97. DOI: 10.1016/j.dr.2014.12.004
Colombo, L., Landoni, M., Rubegni E. (2012). "Design guidelines for more engaging electronic books: insights from a cooperative inquiry study". Proceeding IDC '14 Proceedings of the 2014 conference on Interaction design and children: 281-284, ACM New York.
Dalla Longa, N., Mich, O. (2013). "Do Animations in Enhanced eBooks for Children Favour the Reading Comprehension Process? A Pilot Study". In Proceeding IDC '13 Proceedings of the 12th International Conference on Interaction Design and Children: 621-624, ACM, New York.
Fittipaldi M., Juan A., Manresa M. (2015). "Paper or digital: a comparative reading with teenagers of a Poe short story". Digital literature for children. Texts, readers and educational practices. Bruxelles: Peter Lang.
Gervais, B. et al. (2009). "Arts et littératures hypermédiatiques: éléments pour une valorisation de la culture de l'écran". Available online: l'Observatoire de l'imaginaire contemporain. coll. 2, vol. 1. <http://oic.uqam.ca/en/publications/arts-et-litteratures- hypermediatiques-elements-pour-une-valorisation-de-la-culture-de>.
Hoguet, B., Chauvin, M. (2016). Interactivité et transmédia : les secrets de fabrication. Chateaudun: Dixit Editions.
Kucirkova, N., Falloon G. (eds.) (2016). Apps, Technology and Younger Learners: International Evidence for Teaching. Abingdon, Oxon: Routledge.
Lacelle, N., Boutin, J.-F et Lebrun, M. (2017). Littératie médiatique appliquée en contexte numérique- LMM@. Outils conceptuels et didactiques. Québec: PUQ.
Landoni, M., Wilson, R., Gibb, F. (2000). "From the Visual book to the WEB book: the importance of design", The Electronic Library, Vol. 18 Issue: 6, 407-419. DOI : https://doi.org/10.1108/02640470010361169
Larson, L. C. (2013). "It's Time to Turn the Digital Page: preservice teachers explore e-book reading", Journal of Adolescent & Adult Literacy, Vol. 56, N. 4: 280-290, Wiley on behalf of the International Reading Association Stable, 2013. URL : http://www.jstor.org/stable/23367698
Mangen, A., Walgermo, B., Brønnick, K. (2013). "Reading linear texts on paper versus computer screen: Effects on reading comprehension", International Journal of Educational Research 58: 61-68.
Mangen, A. (2008). "Hypertext fiction reading: haptics and immersion". Journal of Research in Reading, 31: 404-419. DOI: 10.1111/j.1467-9817.2008.00380.x
Manresa, M., Neus, R. (2015). Digital literature for children. Texts, readers and educational practices. Bruxelles: Peter Lang, 2015.
Merchant, G., Gillen, J., Marsh J. (2013). Virtual literacy: interactive spaces for children and young people. New York: Routledge.
Ryan, M.-L. (2015). Narrative as virtual reality 2: revisiting immersion and interactivity in literature and electronic media. Baltimore: Johns Hopkins University Press.
Saemmer, A. (2015). Rhétorique du texte numérique, Lyon : Presses de l'ENSSIB.
Squir, K. (2005). "Changing the game: what happens when video games enter the classroom". Innovate 1(6). http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1168&context=innovate
Yilmaz, M.B., Orhan, F., Ugras, T. & Kayak, S. "A Comparison of Sixth Grade Students' Reading Comprehension on Two Different Digital Formats". J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014 - World Conference on Educational Media and Technology: 702-707. Tampere, Finland: Association for the Advancement of Computing in Education (AACE), 2014.

Hypermedia works
Avec quelques briques, Clea Dieudonne, 2014.
Déprise, Serge Bouchardon, 2010.
Moi, j'attends, France Télévisions, 2013.
Phallaina, Marietta Ren, France Télévisions, 2016.



Brigitte Louichon
University of Montpellier
brigitte.louichon@umontpellier.fr

Hélène Raux
University of Montpellier
helene.raux@umontpellier.fr

Eleonora Acerra
University of Montpellier - University Paul Valéry
eleonora.acerra@umontpellier.fr

Gwendolyn Kergourlay
University Paul Valéry
gwendolyn.kergourlay@gmail.com


Anne McGill-Franzen & Natalia Ward ()
VIDEO-MEDIATED REFLECTION IN LITERACY EDUCATION PRACTICUM

Video analysis is increasingly used as a strategy for self-reflection and performance evaluation with both pre-service and in-service teachers. As a longitudinal (two semesters), multiple-case (7 university-level students) design experiment this study assumed a pragmatic stance and was grounded in a model of teacher development based on retrospective reflection on practice (Schon, 1983; Valli, 1997; Dewey, 1933) and Bronfenbrenner’s bioecological model of development (Bronfenbrenner & Morris, 2006). Reflective thought is a “bending back” or reconsidering of one’s behaviors, beliefs, and assumptions to ensure that these are supported by logic and evidence (Valli, 1997); reflective teaching, by implication, is “teaching with careful thought and judgment” (p.68) and harkens back to Dewey’s (1933) notions of reflective thinking being both intentional and grounded in evidence (p.69). “Intentionality” as well as instruction grounded in a developmental progression and language that is explicit and systematic mark high quality interactions with students (Henry & Pianta, 2011; Justice, et al., 2008). In this study, we ask: How do participants represent their learning from clinical literacy practica that included video-mediated reflection?

Participant pool consisted of in-service and pre-service teachers enrolled in a blended face-to-face and online graduate-level reading education practicum course that was redesigned to incorporate video recording of teaching. Data sources include participants’ written reflections on brief self-selected videos clips, reflective essays on the experience of video analysis, and individual interviews during which further questions and ideas related to video-mediated reflection were explored. Eight teachers gave informed consent. Following an initial domain analysis to represent early relationships emerging in the data (Coffey & Atkinson, 1996), the transcripts, along with other course artifacts, were coded and analyzed using Strauss and Corbin’s (1998) constant-comparative method. Although participants started from different places in terms of teaching experience, they reported that the clinical literacy practica directly impacted their practice. Drawing on insight into the literacy development of children gained through case study work and video-mediated reflection and collaboration, participants took up parts of their experiences, e.g., case studies, peer observations, and instructional focus on language, scaffolds, and integration of literacy to shape their current practice. A middle school teacher noted that she benefitted from this sort of professional development as “a teacher, a thinker, and an emotional being.” Finally, consistent with the research of others (Arya & Christ, 2013; Christ, Arya, & Chiu, 2017), utilizing multiple methods of reflection influenced teacher’s development in a profound way.


Anne McGill-Franzen is professor of literacy studies and director of the Reading Center at the University of Tennessee, Knoxville. In addition to twice receiving the Albert J. Harris Award for research contributing to our understanding of reading/learning disabilities, Dr. McGill-Franzen has also received the Nila Banton Smith Research Dissemination Award and the Dina Feitelson Award from the International Reading Association for her work with emergent readers. She is the author of a number of published research reports and of several books, the most recent being the Handbook of Reading Disabilities Research. She has also been involved in the Diagnostic Teaching program co-sponosred by UNICEF and IRA in developing greater expertise in elementary school teachers in several African nations. Her email is amcgillf@utk.edu.


Dr. Natalia Ward is a clinical assistant professor of literacy studies at the University of Tennessee, Knoxville. Her research interests include equitable education and assessment for multilingual learners, literacy and biliteracy, and the impact of policy on daily classroom interactions. Her email is nward2@utk.edu.


Kathy A. Mills (Australia)
MAKING IPAD ANIMATIONS AS MULTIMODAL LITERACY

In an age of mobile technologies, digital animation creation can be an important tool for teaching adolescents how to communicate emotions multimodally. The Web 2.0 affordances of the Internet—the social Web that allows user-generated content, connectivity, and crowdsourcing—have reduced barriers to participation in youths' online multimodal production in a participatory culture. The widespread production and increased circulation of multimodal texts in online communications environments requires the capability to interpret and represent emotions multimodally.

Emotions are also steadily becoming a major focus of adolescent language and literacy research worldwide. Teaching the language of emotions is critical because students' ability to express their own emotions through speech, writing, and other modes has been associated with sustained academic and social achievement.

This paper presentation draws on appraisal theory and original classroom research to illustrate the power of digital animation for multimodal literacy learning. It highlights why the multimodal language of emotions matters in 21st-century literacy practices. It outlines a systematic framework for talking about the grammar of emotions, including ways to invoke and inscribe different levels of emotional intensity. Students' digital animations are analysed by extending appraisal theory—originally designed to analyse discourse—to include multimodal features of texts. It illustrates key principles for developing students' language of emotions with digital technologies, with practical examples from educational research for teachers.

Students from a culturally diverse cohort were taught over a series of lessons how to interpret emotions in animated films and produced 2-D cartoon animations using drawings with an iPad application and stylus. Animation creation is fundamentally multimodal, inviting frame-by-frame construction of nonverbal language sequences and images to tell a story. Animation creation become a springboard for students to gain richer understandings of the interpersonal metafunction of written and spoken texts.

The findings show that impassioned multimodal communication is enhanced by knowledge of how feelings produce different facial expressions, gestures, body movements, and physiological changes in characters that are often exaggerated to powerful effect in animations. This includes an ability to invoke different intensities of emotions. It also demonstrates how students expanded their vocabulary for inscribing feelings from low to high levels of intensity. The research has significant implications for teachers to engage adolescents in the multimodal communication of emotions and feelings through vocabulary, images, and body language of animations as every day, moving-image texts in digital spaces.

Presenter Bio
Kathy A. Mills is Professor of Literacies and Digital Cultures at LSIA, ACU Brisbane. Professor Mills has published over 90 works in total, including 5 sole-authored books, an award-winning edited Routledge volume with USA editors, and 54 scholarly journal articles and chapters. She has published first-authored or sole-authored research in journals that include Review of Educational Research, Written Communication, the Journal of Adolescent and Adult Literacy, Language and Education, and Linguistics and Education. Her 2016 book, Literacy Theories for the Digital Age won the LRA Edward Fry Book Award, which is highly acclaimed by Professors James Gee (Arizona State University), Brian Street (King’s College London) and David Howes (Concordia University, Canada). Professor Mills is an Associate Editor of the Australian Educational Researcher. She leads two Australian Research Council grants, researching Indigenous ways of knowing and being in multimodal literacy practices in school (DE 140100047), and developing the multimodal expression of emotions of socially and economically disadvantaged primary students (LP 150100030). She serves on the Editorial Review Board of the Journal of Literacy Research (Arizona), and on the Review Board of the Reading Teacher (New Jersey), English Teaching Practice and Critique (New Zealand), and the Australian Journal of Language and Literacy. She has served in a number of executive research leadership roles for the American Educational Research Association, and is the current Chair of the American Educational Research Association Writing and Literacies SIG, of six hundred members (2015-2016).


Lisa Molin (Sweden)
CRITICAL LITERACY IN DIGITALISED CLASSROOMS

Due to the rapid development of digital technologies, the notion of what it is to read and write has changed. Today, digital resources bring about indefinite ways of designing and spreading information, particularly online, and anyone can potentially publish anything. The free flow of information, as well as issues of trustworthiness, become increasingly complex and taking a critical stance toward all kinds of information is more vital than ever. In a critical literacy perspective (Janks, 2010; Luke, 2012), this implies not only determining trustworthiness, but also evaluating what truth is, how it is represented, by whom and in whose interest. Moreover, it concerns understanding the role of agency and how structures of power in society may be reinforced or changed through texts.

In an ethnographic, qualitative study, Swedish lower secondary students´ critical literacy practices in a digitalised classroom were observed and video recorded. In focus are students´ activities when working with various texts, mainly provided online. The activities are framed and categorized in relation to Janks´ Interdependent model of critical literacy (2010), using the four interdependent conceptual critical dimensions described in the model: power, access, diversity and design/redesign as analytical tools.

In one part of the study, the students watched and listened to a TED-talk that dealt with issues relating to stereotype perception. The TED-talk served as a point of reference in small group discussions where the students discussed the TED-talk and positioned themselves in relation to stereotype perceptions and also talked about their agency to invoke change.

In the small groups, the students frequently refer to experiences of stereotypes associated with information provided in digital media, e.g. newsfeeds and social media. Moreover, the students argue for the importance of taking a critical stance towards information. However, they also express concerns. They claim that taking a critical stance is both complex and hard due to lack of prior knowledge, or even to personal prejudices and perceptions. A conclusion is therefore that in order for critical literacy to be exercised, students need tools and strategies to be able to take a critical stance toward information and stereotyped perceptions. Moreover, activities need to address students´ agency and their understandings of how their own and other´s positions are formed and perceived, as well as how different positions effect how texts are both interpreted and created.

References
Janks, H. (2010). Literacy and power. London and New York: Routledge.
Luke, A. (2012). Critical Literacy: Foundational Notes. In Theory Into Practice, 51:4-11. The College of Education and Human Ecology, The Ohio State University.

Biosketch

Lisa Molin (PhL) has a background as a Secondary school teacher of Swedish and English and works as a school development manager for the city of Gothenburg, Sweden. Her PhD-studies at the Department of Applied IT, University of Gothenburg, concerns critical literacy practices in digitalised classrooms. Her empirical studies has a particular focus on investigating students´ classroom activities while engaging in critical digital literacy work.


Morten Njaa ()
INSIDE THE BLACK BOX OF SERIOUS GAMES: HOW CHILDREN LEARN FROM PLAYING THE GAME AND HOW THE GAME MAY BE USED AS A DIAGNOSTIC TOOL TO IDENTIFY CHILDREN AT RISK OF DEVELOPING READING DIFFICULTIES

PROJECT OUTLINE

The past years have seen an increase in the development of serious games, i.e. digital games whose main purpose is to facilitate learning, and where the entertainment aspect is secondary, yet employed to engage and motivate players. As a result of this development, research into such games has intensified. Currently, there is a discrepancy between research done on the effect of using serious games and research done on how these games actually work. More specifically, the main bulk of research explores the impact of the use of serious games rather than the underpinning mechanics of such games. By exploring how technology works, possible improvements to the use of serious games in educational contexts might be uncovered. Further, by exploring user data generated by such games, additional insights which may be obscured through studies focusing on the effect of using such games may be uncovered.

My research project studies the Norwegian language adaptation of the serious game Graphogame through two research questions. First, how do children develop their reading skills from playing Graphogame, and second, how may the game be used as a diagnostic tool in the identification of pupils at risk of developing reading difficulties. My study is conducted within the framework of an ongoing research project, On Track, which investigates possible effects of structured interventions conducted during the early stages of formal L1 literacy education on development of later reading difficulties among pupils. One single intervention lesson consisted of a total of four activities, of which Graphogame was one. The entire battery of data generated through this research project consists of two separate sets of data, i.e. user data generated through pupils’ interactions with the game and a set of data obtained through standardised assessment tests.

To understand how Graphogame works and how children learn from playing it, user data from pupils’ game sessions will be analysed, while the data from the standardised assessment tests provide a point of reference for arriving at an understanding of how the game can be used as a diagnostic tool. Being a common methodological approach within Human-Computer Interaction research, I employ activity theory in my work with both above research questions. Being the more complex one, the second research question also requires a multiple theoretical approach that involves additional fields and research methods, namely Learning Analytics and Educational Data Mining. Activity theory is nevertheless employed when discussing the socio-cultural context of the pupils’ interaction with Graphogame and the use of this game as a diagnostic tool also in relation to research question one.

BIO

Morten Njå is a PhD student at the University of Stavanger, where he works at the Norwegian Reading Centre. He achieved his master’s degree in literacy studies in 2010 and has worked as a teacher of English and social sciences in lower secondary school for ten years. His PhD project investigates how the serious game Graphogame works and how it can be used as a diagnostic tool to identify children in the early stages of formal L1 literacy education who are at risk of developing reading difficulties. Njå is also involved in the Response research project, which investigates responsive literacy practices in digitalised classrooms, and the National Strategy for Language, Reading and Writing 2016–2019, a governmentally initiated and funded strategy aiming at improving pupils’ literacy skills through professional development programmes for teachers.

CONTACT

e-mail: morten.nja@uis.no
phone: +47 411 40 639

address:

Lesesenteret
v/ Morten Njaa
Professor Olav Hanssens vei 10
4021 Stavanger
NORWAY


Christina Olin-Scheller & Anna Slotte-Lüttge & Marie Nilsberth (Sweden)
INTERPLAYING RESOURCES

The increased digitalization of classrooms, leading to changing literacy practices, challenge not only teachers and students but also researchers who wants to conceptualize teaching and learning processes. In these processes new digital literacies interplay with already established print based literacies. From the resaerchers’ point of view this calls for a need for rethinking research methods in order to understand and capture emerging literacy practices in connected classrooms. The aim for this presentation is two folded: 1) to discuss the use of digital resources in recently connected classrooms 2) to examine how we methodologically can study the interplay between different resources in relation, the meaning of digital literacies as a concept. Theoretically, we frame this discussion departing from the field of New Literacies (Lankshear & Knobel, 2011) and the concepts ‘new technological stuff’ and ‘new ethos stuff’. This means that we highlight aspects that relate to changed conditions for multimodality and digital resources (technological stuff) as well as the changed possibilities that this brings for co-producing, sharing and distributing texts in a participatory culture (ethos stuff) (Jenkins, 2008).
In our analysis we use video ethnographic data from two larger corpuses collected for the projects Textmöten (Finland) and Connected Classrooms (Sweden) (Olin-Scheller, Sahlström & Tanner, forthcoming). Data consists of recordings of upper secondary school students’ literacy activities, focusing face-to-face interaction, use of digital as well as analogue technologies, where smartphone use has been screen mirrored. All in all, the material consists of 163 hours of video recordings (the Swedish material about 50 hours, the Finnish material 113 hours) from lessons in upper secondary school classrooms.
Through this method we have been able to capture and analyze, from a student perspective, the multifaceted visuality of how different resources interplay in digital literacy practices in classrooms. Results show that embodied and material aspects play a vital part in the development of new literacies as the students respond to teacher instructions and try to integrate aspects of new technological as well as new ethos stuff. Developing a participatory culture becomes a challenge in the connected classroom both in relation to the technological potential and in relation to the possibilities for teacher-student interaction, since the student activities that take place through digital resources often become invisible for the teacher. Methodologically, with an interest in the interplay between different resources, the digitally rich classroom call for expanded video recordings, that catch digital literacies and print based literacies, from both the students’ and the teacher’s perspective.

References:
Jenkins, H. (2008). Convergence Culture: Where Old and New Media Collide. ([New ed.]. New York: New York University Press.

Lankshear, C. & Knobel, M. (2011). New literacies: Everyday practices and social learning. Maidenhead: Open University Press

Olin-Scheller, C., Sahlström, F. & Tanner, M. (forthcoming). Editorial introduction: Smartphones in classrooms: reading, writing and talking in rapidly changing educational spaces.


Amy Stornaiuolo ()
COSMOPOLITAN LITERACIES: WRITING FOR SOCIAL CHANGE IN AN ONLINE GLOBAL COMMUNITY

This presentation centers on how educators can foster young people’s cosmopolitan literacies – hospitable, ethical, and rhetorically attuned cross-cultural communication practices – as youth learn to communicate with others online across differences in language, culture, belief, and ideology. Focused on an educational social network connecting young people online, the design-based study presented here documents how youth used new forms of networked writing—which included multiple languages, multiple modes, and socially networked ways of collaborating and sharing—to work toward social justice and engage in public dialogue. The presentation will examine the rhetorical moves made by 160 students and the ways teachers supported students’ efforts. This study illustrates how young people learn to write in rhetorically, aesthetically, and ethically alert ways, developing cosmopolitan literacies that they need to navigate the multimodal, multilingual, and transnational complexities of participating online.


Proposal
One of the greatest challenges of our time involves preparing youth to be ethical, empathetic, and effective global communicators online, citizens who write, read, and curate impactfully and responsibly via digital tools (Canagarajah, 2012). Despite a recent proliferation of communication technologies, it remains profoundly difficult to initiate, sustain, and nurture virtual conversations and connections across traditional divides (Sorrells, 2013). This presentation centers on how educators can foster young people’s cosmopolitan literacies – hospitable, ethical, and rhetorically attuned cross-cultural communication practices – as youth learn to communicate with others online across differences in language, culture, belief, and ideology.

The context of the presentation is an educator-moderated social network (called W4C here) where youth share their multilingual, multimodal writing to take social action and catalyze change in and beyond their local communities. The W4C project explores and documents how youth use new forms of networked writing—which include multiple languages, multiple modes (like image and video), and socially networked ways of collaborating and sharing—to work toward social justice and engage in public dialogue. One of the central elements of the project is its exploration of how young people understand the impact of their writing on others.

The qualitative, design-based research study (Collins et al., 2004) was guided by the following questions: 1) How do youth from diverse cultural and linguistic backgrounds share their writing and collaborate with one another in the online community? 2) How do they use writing and online composing resources in their efforts to address issues of inequality in and across their communities? Data were collected during one 12-week ‘activity cycle’ in which five teachers and 160 students in the U.S., Canada, India, and Italy connected online. Data included semi-structured interviews, observations, video/audio recordings, network analytics, and daily archives of online postings (Miles, Huberman, & Saldaña, 2014).

Findings center on how young people use writing as a form of participatory, democratic action (Flower, 2008) that can address global inequalities. Specifically, the presentation examines different rhetorical moves young authors engaged in to take others into account in their writing, whether by orchestrating across modes to represent lived experience or using data visualizations to see how they were connected to other community members. This study illustrates how young people learn to write in rhetorically, aesthetically, and ethically alert ways, developing cosmopolitan literacies that they need to navigate the multimodal, multilingual, and transnational complexities of participating online.

References

Canagarajah, S. (2012). Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge.

Collins, A., Joseph, D., & Bielaczyc, K. (2003). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15-42.

Flower, L. (2008). Community literacy and the rhetoric of public engagement. Carbondale: Southern Illinois University Press.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). United States of America: Sage Publications, Inc.

Sorrells, K. (2013). Intercultural communication: Globalization and social justice. Los Angeles: Sage Publications.

Bio
Amy Stornaiuolo is an assistant professor of literacy education at the University of Pennsylvania. Her research focuses on adolescents' digital literacy practices, especially new forms of networked writing and cross-cultural collaboration online.


Angela Wiseman ()
MULTIMODAL METHODS AND MEANINGS: USING QUALITATIVE RESEARCH METHODS TO UNDERSTAND CHILDREN’S MULTIMODAL TEXTS

The purpose of this presentation is to explicate multimodal methodologies in literacy education research that promote equity and social justice for diverse learners. While students’ worlds have become increasingly visual, research methods predominantly focus on text-based or response-oriented data which fails to capture the complex ways that students engage in literacy (Smith, Hall, & Sousanis, 2015). Over the past decade, researchers who engage with visual methods of research have demonstrated how approaching literacy research from an expansive perspective has the potential to provide insight on the complexity of students’ literacy practices and dismantle deficit perspectives related to students’ participation in school learning (i.e. Ranker, 2007). However, the promise of visual and multimodal research has yet to be realized, given the significant methodological challenges which stymie literacy scholars engaged in this scholarly work.

Researchers who utilize visual and multimodal methodologies have demonstrated how approaching literacy research from an expansive perspective has the potential to provide insight on the complexity of students’ literacy practices and dismantle deficit perspectives related to students’ participation in school learning. There are three main objectives grounding this session on multimodal and visual research: 1.) Framing and analyzing the complexity of multimodal research in K-5 classrooms; 2.) Promoting multiple methods and techniques for analysis; 3.) Expanding equity-oriented analytic and conceptual frameworks.

The three objectives of this presentation will be illustrated in two ways. First of all, findings from a review of research on multimodal methods of qualitative research in elementary school classrooms will be briefly presented. Second, important implications will be explored using specific examples from research collected in elementary/primary classrooms where visual and multimodal literacies were encouraged in the language arts curriculum. Research will be presented that explore the following question: What happens when students learn using visual and multimodal methods of literacy learning in an elementary/primary language arts program? Findings reflect how the language arts curriculum that used multimodal methods of literacy allowed for deeper thinking, engagement, and inclusive learning practices for students.


BIO:
Dr. Angela M. Wiseman is an Associate Professor of Literacy Education at NC State and a Docent Professor of Multiliteracies at the University of Tampere, Finland. Angela’s research focus includes methods of analyzing children’s visual and multimodal artifacts and family literacy using children’s picturebooks. Her current research project involves reading children’s literature with formerly incarcerated and homeless, drug addicted parents in as part of a family literacy project. She is the co-editor of the Journal of Children’s Literature and is a Senior Researcher on the grant Preparing Teachers for Cultural Connections, Collections, and Reflections through Technology.


REFERENCES:

Ranker, J. (2007). Designing meaning with multiple media sources: A case study of an eight-year-old student’s writing processes. Research in the Teaching of English, 41, 402-434.

Smith, A., Hall, M., & Sousanis, N. (2015). Envisioning possibilities: Visualising as enquiry in literacy studies. Literacy, 49(1), 3-11.





Narelle Wood (Australia)
MEDIATING SUBJECT ENGLISH AND TEACHER IDENTITIES THROUGH EDUTECH DESIGNED PROFESSIONAL DEVELOPMENT

According to a 2017 report on the edutech market in America, more than 86% of the 1000 teachers and school administrators surveyed used one of the digital learning tools from one of four major edutech companies (Microsoft, Google, Apple or Amazon), the selection of which primarily based on the reputation of the company and ease of use (Edweek, 2017). Implicit in the decision to use these digital tools and platforms is the perceived ability to enhance student achievement, engagement and retention (Australian Trade and Investment Commission, 2016), a relationship that has not been overly well researched using qualitative methodologies. Based on the reported link between digital tools and increased learning outcomes, the projected growth of the edutech industry in Australia alone to grow to $1.7 billion by the year 2022 (Australian Trade and Investment Commission, 2016). Many of these edutech companies now provide professional development modules to teachers claiming to “design new models of learning that better prepare learners for life and work in the 21st Century” (Microsoft, 2012). However, throughout these professional development programs there is often little consideration given to discipline histories, in this case subject English, as well as the pedagogical limitations and affordances of these digital tools within the classroom. This paper explores the ways in which frameworks such as Microsoft’s (2012) 21st Century Learning Design (21CLD) Learning Activity Rubrics constructs particular teacher and subject identities, specifically within Subject: English. The discussion draws on data from a case study of an English as an additional language teacher and her experience of a school imperative to use particular ICT programs within the classroom. Aspects of the Microsoft’s 21CLD Learning Activity Rubrics was used by the school as a metric to assess teacher use of ICT as part of a school-wide peer-observation professional development program. Preliminary findings, based on both the case study and discourse analysis of commercially available frameworks, indicate that the framework mediates the type of applications used in the classroom, with little consideration of English teacher practices and the language/literacy learning students are engaging in.

References
Australian Trade and Investment Commission (2016). Australian Education Technology: Education of the future now. Accessed 19/02/18 www.austrade.gov.au/edtech/australian-education-technology-report-2017.pdf
Edweek (2107) Market brief: Amazon, Apple, Google and Microsoft: How 4 tech titans are reshaping the ed-tech landscape, pp 1-9. Accessed 19/02/18 https://marketbrief.edweek.org/category/exclusive-data/?intc=mktbf-topnav
Microsoft Corporation (2012) 21st Century learning design: 21CLD learning activity rubrics pp. 1-44
Accessed 19/02/18 https://education.microsoft.com/GetTrained/ITL-Research

Bio
Narelle Wood is currently undertaking her PhD at Monash University, specifically exploring English teachers' accounts of creative practice. She has a background in English education both as a secondary school teacher and working with primary school aged children in gifted education.