25,851 research outputs found
Jointly structuring triadic spaces of meaning and action:book sharing from 3 months on
This study explores the emergence of triadic interactions through the example of book sharing. As part of a naturalistic study, 10 infants were visited in their homes from 3-12 months. We report that (1) book sharing as a form of infant-caregiver-object interaction occurred from as early as 3 months. Using qualitative video analysis at a micro-level adapting methodologies from conversation and interaction analysis, we demonstrate that caregivers and infants practiced book sharing in a highly co-ordinated way, with caregivers carving out interaction units and shaping actions into action arcs and infants actively participating and co-ordinating their attention between mother and object from the beginning. We also (2) sketch a developmental trajectory of book sharing over the first year and show that the quality and dynamics of book sharing interactions underwent considerable change as the ecological situation was transformed in parallel with the infants' development of attention and motor skills. Social book sharing interactions reached an early peak at 6 months with the infants becoming more active in the coordination of attention between caregiver and book. From 7-9 months, the infants shifted their interest largely to solitary object exploration, in parallel with newly emerging postural and object manipulation skills, disrupting the social coordination and the cultural frame of book sharing. In the period from 9-12 months, social book interactions resurfaced, as infants began to effectively integrate object actions within the socially shared activity. In conclusion, to fully understand the development and qualities of triadic cultural activities such as book sharing, we need to look especially at the hitherto overlooked early period from 4-6 months, and investigate how shared spaces of meaning and action are structured together in and through interaction, creating the substrate for continuing cooperation and cultural learning
Recommended from our members
Immigrant Student Identities in Literacy Spaces
The United States has a long history of marginalizing immigrant populations. Anti-immigration laws and ideologies have not only marginalized immigrant populations, but they have shaped the American educational system. Language policies, curricula, and standardized tests threaten the erasure of immigrant studentsâ languages, cultures, and identities while favoring and privileging white middle-class ways of learning. This is particularly true for immigrants of color. This backgrounder discusses immigrant identities in school spaces. Specifically, I provide an overview of how immigrant studentsâ identities are constructed in literacy classrooms through literacy practices.Educatio
When Memories Make a Difference: Multimodal Literacy Narratives for Preservice ELA Methods Students
This article examines multimodal literacy narrative projects designed by students in a methods of teaching course for secondary preservice English Language Arts teachers. For the multimodal project, preservice teachers infused written, audio, and visual text using a variety of creative mediums. Through combined theoretical frames, the researcher explores semiotics and preservice teachersâ use of multiliteracies as they shift their conceptions of what it means to compose. Finally, this article explores how the act of reflection through the literacy narrative influences preservice teachersâ notions of teaching composition through a variety of mediums
Ambient Gestures
We present Ambient Gestures, a novel gesture-based system designed to support ubiquitous âin the environmentâ interactions with everyday computing technology. Hand gestures and audio feedback allow users to control computer applications without reliance on a graphical user interface, and without having to switch from the context of a non-computer task to the context of the computer. The Ambient Gestures system is composed of a vision recognition software application, a set of gestures to be processed by a scripting application and a navigation and selection application that is controlled by the gestures. This system allows us to explore gestures as the primary means of interaction within a multimodal, multimedia environment. In this paper we describe the Ambient Gestures system, define the gestures and the interactions that can be achieved in this environment and present a formative study of the system. We conclude with a discussion of our findings and future applications of Ambient Gestures in ubiquitous computing
Recommended from our members
Ritual performances and collective intelligence: theoretical frameworks for analyising activity patterns in Cloudworks
This paper provides an overview of emerging activity patterns on Cloudworks, a specialised site for sharing and debating ideas as well as resources on teaching, learning and scholarship in education. It provides an overview of activities such as 'flash debates', 'blended workshops' and 'open reviews' and seeks to situate dialogic interchanges and structures of involvement within the following theoretical frameworks: a) Goffman's notions of 'face-work' and 'ritual performanceĂŻÂżÂœ; and b) and secondly, notions of collective intelligence. The paper argues that these perspectives can offer a unique contribution to the study and analysis of sociality (Bouman et al, 2007) bounded in the context of technologically mediated networked learning, with wider implications for understanding matters of participation, self-representation, reflection and expansion in education
Experiential Role of Artefacts in Cooperative Design
The role of material artefacts in supporting distributed and co-located work practices has been well acknowledged within the HCI and CSCW research. In this paper, we show that in addition to their ecological, coordinative and organizational support, artefacts also play an âexperientialâ role. In this case, artefacts not only improve efficiency or have a purely functional role (e.g. allowing people to complete tasks quickly), but the presence and manifestations of these artefacts bring quality and richness to peopleâs performance and help in making better sense of their everyday lives. In a domain like industrial design, such artefacts play an important role for supporting creativity and innovation. Based on our prolonged ethnographic fieldwork on understanding cooperative design practices of industrial design students and researchers, we describe several experiential practices that are supported by mundane artefacts like sketches, drawings, physical models and explorative prototypes â used and developed in designersâ everyday work. Our main intention to carry out this kind of research is to develop technologies to support designersâ everyday practices. We believe that with the emergence of ubiquitous computing, there is a growing need to focus on personal, emotional and social side of peopleâs everyday experiences. By focusing on the experiential practices of designers, we can provide a holistic view in the design of new interactive technologies
Recommended from our members
Mobile Learning Revolution: Implications for Language Pedagogy
Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. âMobile pedagogyâ may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers
- âŠ