Learning to Write Online: An Actor-Network Analysis of Children's Writing and Digital Delivery in Networked Publics

• In Event: 54.080 - Roundtable Session 22
  In Roundtable Session: 54.080-14 - Digital Literacies, Digital Lives: Blooper Reels to Cliff Top Literacies

Abstract

This multiple-case study focused on three children (ages 11-13) whose networked publics were diverse, well-connected, and powerful in the world. Toward the development of curriculum and instruction pedagogy for writing publics (Yancey, 2004), research questions focused on how children’s writing was distributed and circulated online, and how children and their parents successfully negotiated the inherent instabilities of writing in public(s). Analysis was guided by theories of social literacies, publics (Warner, 2002), and actor-networks theory (Callon, 1986; Latour, 1986; Spinuzzi, 2008). Findings revealed that children and parents made common discursive moves oriented toward trust-building, and negotiated instabilities by welcoming heterogeneity in partners and perspectives. Implications are offered for instruction in the art of networked public discourse and digital delivery in schools.

Author

• Audra K Roach, The University of Texas - Austin