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Play Matters: New Materialisms and the Transitory Texts of Play

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Abstract:

How do action-oriented theories reframe or disrupt multimodal analyses of players and designers creating texts as intentional and motivated signs (Kress, 1997)? In this paper, new materialisms(Latour, 2005; Barad, 2003; Lenz Taguchi, 2014) inform a mediated discourse analysis (Scollon, 2001; Scollon & Scollon, 2004) of makerspace play in a preschool classroom. Analysis of young children’s play and toymaking reveals messy becomings that do not fit neatly into notions of 1) design as strategic manipulation of materials to create aesthetically-pleasing message-bearing artifacts or 2) play as embodied stories that can be planned, filmed, saved, and shared. Video analysis identified human-material intra-actions, tracking positions and movements to identify shifts in meanings and participation among actants, focusing on intra-actions among all actants (e.g., children, electronics, toys) in emergent and assemblages of materials, bodies, characters, and equipment, but at another level, of knowledge, collaboration, friendships, and classroom status.

Author's Keywords:

mediated discourse analysis, multimodal analysis, relational materialism
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Association:
Name: The 13th International Congress of Qualitative Inquiry
URL:
http://www.icqi.org


Citation:
URL: http://citation.allacademic.com/meta/p1240381_index.html
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MLA Citation:

Wohlwend, Karen. "Play Matters: New Materialisms and the Transitory Texts of Play" Paper presented at the annual meeting of the The 13th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 17, 2017 <Not Available>. 2018-01-09 <http://citation.allacademic.com/meta/p1240381_index.html>

APA Citation:

Wohlwend, K. , 2017-05-17 "Play Matters: New Materialisms and the Transitory Texts of Play" Paper presented at the annual meeting of the The 13th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois <Not Available>. 2018-01-09 from http://citation.allacademic.com/meta/p1240381_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: How do action-oriented theories reframe or disrupt multimodal analyses of players and designers creating texts as intentional and motivated signs (Kress, 1997)? In this paper, new materialisms(Latour, 2005; Barad, 2003; Lenz Taguchi, 2014) inform a mediated discourse analysis (Scollon, 2001; Scollon & Scollon, 2004) of makerspace play in a preschool classroom. Analysis of young children’s play and toymaking reveals messy becomings that do not fit neatly into notions of 1) design as strategic manipulation of materials to create aesthetically-pleasing message-bearing artifacts or 2) play as embodied stories that can be planned, filmed, saved, and shared. Video analysis identified human-material intra-actions, tracking positions and movements to identify shifts in meanings and participation among actants, focusing on intra-actions among all actants (e.g., children, electronics, toys) in emergent and assemblages of materials, bodies, characters, and equipment, but at another level, of knowledge, collaboration, friendships, and classroom status.


 
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