ch6 Developing a Transliteracies Framewo

ch6: Developing a Transliteracies Framework for a Connected World Stornaiuolo, Smith, & Phillips (2017)

QUOTATIONS Taking the paradox of mobility—the simultaneous restricting or regulation of movement that accompanies mobility—as its central dialectic, a transliteracies framework functions as a flexible heuristic for attending to how meaning making and power are intertwined in and distributed across social and material relationships.

we introduce four analytical tools for inquiry: emergence, uptake, resonance, and scale. These inquiry tools address the paradox of mobility by highlighting the systemic dimensions of practice that create and perpetuate inequities.

One of the central challenges for literacy researchers is to “temper romantic notions of mobility” by focusing on the ways that movement must always be understood in relation to what does not (or cannot) move—what Lorimer Leonard (2013) calls the “paradox of mobility” (p. 17).

Methodologically, the focus has been less on the emergent and contingent nature of literacy practices across space, time, and material objects and more on the patterned, durable nature of practices across contexts. (Lots of references)

Scholars of language and literacy have long sought expansive approaches for consid- ering literacy in ways that move beyond individuals’ competencies and bounded con- texts by considering, for example, how movement can be understood and described through crossings (Rampton, 1995), navigation (Moje, 2013), semiotic remediation (Prior & Hengst, 2010), resemiotization (Iedema, 2003), third spaces (Gutiérrez, Baquedano-López, & Tejeda, 1999), syncretic literacies (Gutiérrez, 2008), connected learning (Ito et al., 2013), and trajectories (Kell, 2011), to name but a few.

Bloome and Green (2015) call on Yeats’s image of the inseparability of the dancer and the dance: “Literacy cannot be separated from what people are doing, how they are doing it, when, where, under what conditions and with whom they are doing it; metaphorically, there is no separation of the dancer from the dance” (p. 20).

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where in my dissertation might this framework be valuable?

RESPONSIVE WRITING

Comptuer science as a discipline illustrates the “paradox of mobility,” as I wrote in “changing social spaces.”

One important question this research addresses is the extent to which literacies are connected in a “patterned” and “durable” nature, or whether their trans-ness imbues them with a “emergent and contingent” quality. Put another way, does trans-literacies imply learning? This is of particular concern to me, as I am interested in representing youth computing to multiple audiences who are prepared to read and legitimize practices in different ways. Computer scientists are likely to be most interested in a narrower range of sensemaking and productive practices, and will want to see that youth are taking up computing within some bounded definition of “computational thinking.”