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Disrupting "Designs" in Literacy Research and Practice
Sun, April 19, 12:25 to 1:55pm, Virtual RoomSession Type: Symposium
Abstract
“Design” has emerged as an expansive discourse in literacy education – from design processes, to design-thinking, to design-based research. In this symposium, we ask, What does this “design discourse” hold in place, and how might productive disruption open new pathways for research, pedagogy, and inquiry? Convening and international panel of scholars working across a range of methods and contexts, the session interrogates design’s meanings and uses, possibilities and limits, histories and futures.
Sub Unit
Chair
Papers
Preservice Teachers' Speculative Designs: A Relational Theorization of Conceptual Development - Christian Ehret, McGill University; Emily Mannard, McGill University
Design as Discourse in (and Well Beyond) STEM - Kevin M Leander, Vanderbilt University; T. Philip Nichols, Baylor University
Designing for Indeterminacy: The Affective Potential of "No" in Literacy Research - Kate Heron Pahl, Manchester Metropolitan University; Sarah E. Truman, University of Melbourne; Larissa Jane McLean Davies, University of Melbourne; Abigail Hackett, Manchester Metropolitan University; Hugh Escott, Sheffield Hallam University
Literacies of Discord: Chaos and Creativity at a Video Game Design Camp - T. Bradley Robinson, Texas State University