This study examined a literacy playshop curriculum that integrated maker literacies (i.e., collaborative play, toyhacking, filmmaking, video-editing, and remixing media) in two US teacher education classes with approximately 60 university students. Students engaged in digital puppetry activities using makerspace tools, iPads, and puppetry apps for young children. The students used craft materials to hack or redesign the children's favorite media characters action figures to make interactive puppets for original films and for teaching a filmmaking lesson with a young child. Nexus analysis of literacy playshop activity analyzed pre-service teachers' knowledge of seemingly "intuitive" digital literacies as a nexus of practice, or the tacit expectations, social practices, and text conventions in viral videos or computer apps that become engrained through engagements with immersive and embodied technologies. The chapter concludes with a summary of maker literacies and implications for early education gleaned from the complex interactions around teaching and learning through collaborative storytelling with iPad touchscreens.
This article explores the intersections of drama and reading, specifically focusing on approaches that are situated within “drama in education.” Supported with a retrospective analysis, this article portrays the research, related practice and possible futures in drama education in relation to literacy and in particular to reading fiction as meaning making practice. This study is situated in a reassertion of the value of relational literacies through imaginative practices that dramatic modes generate and support. The article disrupts common misconceptions about the purposes and effects of drama in reading and establishes prominent research discourses and definitions across the history of drama and reading practices. By locating paradigmatic and practical opportunities in our analysis of contemporary research, we bring visibility to the intricacies of drama in education as a generative pedagogy in reading as relational meaning making work.
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