Points of view


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Researching educational uses of virtual world technologies as a new literacy practice.

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  • My interest is in what happens around new tech in classrooms….kinds of spaces produced as children interact around new technologies, specifically in classrooms (which I suggest isn’t a direct transference of what happens around new tech in other locations) What happens in physical space has implications for what happens online..but also in how children experience and construct what happens online & the meanings and associations they might bring to it (the immaterial) So, there’s fluidity in the kinds of spaces produced - spaces shift from moment to moment- but also hybridity – experience of space shifts from individual to individual… In conceptualising this , influenced by Doreen Massey’s work (different trajectories through space; and ???) but Lefebvre…seems to encapsulate way I’m thinking about space at the moment…
  • Both relatively fixed points – a classroom, a laptop- but also flows and waves This relationship between moments of fixedness…and moments of fluidity and change and shift At any moment, there’s connections to multiple other spaces, identities…. Which may shift/move all the time
  • Edwards, I and M draw on Deezue to arrive at idea of scrumpled geographies… Increasingly trying to see our sense of locatedness of literacy as inevitably provisional- we may settle into a shared sense of the context in which we are…but that that is always provisional… I’m also interested in intersection between the phenomenolgical and the socially constructed… our felt experience of being in a place…and the socially constructed spaces we inhabit and construct- so looking at the affective as well as the socially constructed
  • VW into a physcial environment V- Barnsbrough- which guy developed a few years ago with teachers in Barnsley 2 strands Working with teachers to explore how they might use this within their practice But also use it to help develop our understanding of complexity of meaning-making To do this, we wanted to gain different pesrpectives on what happens as virtaul worlds are used in classroom settings… need to acknowledge the other people involved in the study …
  • Where is Joe? Juggling 2 tasks Places folded into places World experienced in order he experienced it Relatively fixed points, movements, flows and waves Different spaces for literacy
  • This work seems important to us in the current context Where the educatonal landscape is dominated by over-simplistic conceptualisations of: - learning -assessment Literacy And where these are playing out in the curriculum Looking at complexity for us problematises our understanding not just of where we are… but consequently who we are and what matters So specifically in terms of literacy- what happens in terms of reading and writing…and the kinds of readers and writers we are able to be
  • End be referring to conversation when we shared our different perspectives… as researchers and practitioners…. What happened was that we began by talking about complexity, about our different takes on what had happened…and end up interrogating fundamental ideas about So not just interesting…but can be helpful in working with practitioners to de-stabilise assumptions about learning, about teaching…and about assessment Provided a way of problematsiing accepted notions of literacy provision- about how we structure learning /howw e evidence learning/what is important to learn…and indeed what schools are for… So what? Which in turn has implications for what matters… and how we see reading and writing…and how we posiiton ourselves as readers and writers within that
  • Points of view

    1. 1. Points of view: reflections on a virtual world in a classroom Cathy Burnett Guy Merchant Sheffield Hallam University
    2. 2. Defining the virtualHine (1998) ‘not strictly the real thing’ ‘uncertainty of relation to time, location andpresence’Miller & Slater (2000) ‘the capacity of communicativetechnologies to constitute rather than mediaterealities’Sakr (2008) ‘a negotiation between materiality andinformation’
    3. 3. New media and ‘immediacy’ Bolter & Grusin (2000) Remediation: Understanding New Media.• trace a desire to ‘put the viewer in the same space as the objects viewed’ (p.11)• virtual objects are foregrounded and the medium, as well as the process of mediation, recede from our awareness
    4. 4. The logic of transparent immediacy• the screen is essentially a surface for displaying the virtual world• the viewer(s) actively create the virtual in a variety of overlapping spaces• (new) media extend classroom spaces or overlay them with the virtual
    5. 5. Ongoing construction of on/offline spaceClassroom-ness’ of making meaning across on/offlineReflexive and recursive relationships between material and immaterialFluidity and hybridity of spaces produced
    6. 6. hypercomplexity of space...embracing as itdoes individual entities and peculiarities,relatively fixed points, movements and flowsand waves - some interpenetrating, others inconflict, and so on. (Lefebvre, 1991: 88)
    7. 7. scrumpled geographies & the work that goes into mobilising and stabilising certain situations as contexts (2009: 496, Edwards, Ivanic and Mannion)places folded into placesdifferent spaces for literacy latent within each space being produced(Im)materialities (Burnett, Merchant, Pahl & Rowsell, forthcoming)
    8. 8. Points of view: virtualworlds in classrooms Chris Bailey, Karen Daniels, JemmaMonkhouse, Emma Griffin, Julie Rayner, Roberta Taylor
    9. 9. On screen...• Running alone• Temporary gangsOff screen...• Running commentaries• Locating self• Greetings• Providing supportLaptops...• surface• proxy• boundary-maker
    10. 10. Mass radiation,Zombie Apocalypse or simply stuck in the castle
    11. 11. Joe: World (s) of His Own
    12. 12. So what?
    13. 13. • multiple perspectives• ‘layered presence’ (Martin et al., forthcoming)• array of resources for meaning making• complex movement between different spaces and materialities• blurring of the actual and the virtual
    14. 14. Complexities: SocialStudies of KnowledgePractices (Law & Moll,2002)First the historic baroqueinsists on a strongphenomenological realness,a sensuous materiality.Second, this materiality isnot confined to, or lockedwithin a simple individual butflows out in many directions,blurring the distinctionbetween individual andenvironment. And third,there is also the baroqueinventiveness, the ability toproduce lots of novelcombinations out of a ratherlimited set of elements, forinstance as in baroquemusic.(Chunglin Kwa, 2002:26)
    15. 15. So what?Disturbing the taken-for-granted……-Focus of learning-Role of teacher-The lesson
    16. 16. ReferencesBurnett, C., Merchant, G., Pahl, K. & Rowsell, J. (2014). The (im)materiality of literacy: the significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35, 1.Lefebvre, H. (1991). The Production of Space. Trans. Donald Nicholson- Smith. Oxford: Blackwell.