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Session Type: Symposium
Five qualitative researchers amplify children and youth voices to demonstrate the rumblings of a #playrevolution in diverse literacies contexts--from kindergartners’ playful mockery of print to high schoolers’ introspective multimodal compositions. The papers aim to
resituate the conversation on play, arguing that it’s not a question of where play fits into the curriculum, but rather how, within a standardized curriculum, students engage play as a way of agentically making space for the enactment of social worlds. Findings across the papers suggest that students of all ages use play as an intellectual space for sociopolitical action, lending support to the position that equitable access to play is a social justice issue. Researchers and teachers are called to join the #playrevolution.
Writing to Play, Playing to Write: (Re)Constructing the Social Scene in Kindergarten - Haeny Susan Yoon, Teachers College, Columbia University
Zombie Boys: Leveraging Play as an Equitable Literacy Assessment Resource in an Era of Standardization - Christy Wessel-Powell, Purdue University
Creative Language Play(gerism): Exploring Elementary Writing as Resistance in the #playrevolution - Cassie J. Brownell, University of Toronto
Digital (Dis)rupture: A Raucous Writer Plays at the Intersection of the "Real" and the "Virtual" - Beth A. Buchholz, Appalachian State University
Play as Border or Bridge? Facilitating Creative Production Across Contexts With the Digital Dialogue Project - Julie Rust, Millsaps College