Consumable Reading and Children's Literature

Alaca, Ilgım Veryeri

doi:10.1075/clcc.12

Cited by 4 publications

(4 citation statements)

References 184 publications

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“…The possibility of extending the short shelf‐life of children's edible books with intense memories occurs, according to Alaca (2022) through an interplay of senses: “Although there is an impermanence to these products, the combination of stimulated senses gives the experience an intensity, a vigor that may well turn a child's attentiveness to a given word into a long‐lasting memory” (Alaca, 2022, p. 200). It could be that the short‐lived nature of DEL is in readers' minds compensated with the embodiment of story characters that live on in the collective memory.…”

Section: Sensory Transactions In Affective Literaciesmentioning

confidence: 99%

“…While traditional books are often made of toxic and nonedible materials, edible books made for children are made of nutritive ingredients. In my practice of making edible books with children, I used various fruits, vegetables, and rice flour, and Alaca (2022) describes her artistic practice of making edible books with phyllo dough, flat bread, and fresh local ingredients.…”

Section: Introductionmentioning

confidence: 99%

“…Edible literacies are a wider social practice through which humans put food and stories into action to interact with each other and their inner worlds. The tradition of edible literacies dates back centuries and finds examples across cultures, for example children eating letter soups that combine letter‐shaped pasta; opening fortune cookies in China that contain written messages inside (Fussell, 2016, cited in Alaca (2022)); or consuming the so‐called emoji apples in Japan that are created by an intricate technique of harnessing sunlight on growing apples to leave a permanent inscription (emoji mark) on the apples' skin to transmit the message of prosperity or peace (Goodmacher, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…While edible literacies are relatively well described in the literature (see Alaca, 2022), digital edible literacies (DEL) are a less‐known phenomenon. DEL are a digital media form that re‐structures and expands the canon of emergent media forms by digitizing the social practice of literacy and food.…”

Section: Introductionmentioning

confidence: 99%

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Digital Edible Literacies: Ephemeral and Highly Affective

Kucirkova

2023

Reading Research Quarterly

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Digital edible literacies (DEL) are a new media phenomenon that has recently surfaced in social media but has not been examined in scholarly literature before. I exemplify the entanglements of food, media, and children's stories in three DEL exemplars shared on a private blog, Instagram, and connected Meta channels. Drawing on a genre analysis, I position DEL within affective theories and connect them to the concept of ephemeral and material affect. I argue that the ephemeral materiality of DEL expands children's literacies with new temporal relationships that exemplify the sensory dimensions of affect in literacy. This theoretical expansion is important to facilitate understandings of the complex affective qualities of new literacy ecologies.

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Section: Sensory Transactions In Affective Literaciesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Digital Edible Literacies: Ephemeral and Highly Affective

Kucirkova

2023

Reading Research Quarterly

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Rotating, Re-reading, and Reacquainting: A Critical Investigation of Reversible Picturebooks

Lin

2024

Child Lit Educ

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Parent–Child Mealtime Conversations Stimulated with Decorated Tableware

Kucirkova,

Bubikova-Moan

2024

Early Childhood Educ J

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This explorative qualitative study investigated how families engage in mealtime conversations supported with decorated plates that were specially designed to promote family conversations. Our aim was to examine the main thematic and discursive patterns that naturally occurred in these conversations. Six Norwegian families of pre-school children aged 3–6 years were provided with five decorated plates and asked to audio-record their conversations during a meal. Transcripts of the audio-recordings were analysed with manifest content-related analysis, followed by an abductive analysis and a mapping of the main discourse types and interactional patterns. We demonstrate that the conversations displayed great thematic heterogeneity and represented a continuum of extended and non-extended talk, ranging from basic labelling and vocabulary recall to narration, explanation and argumentation. Variable engagement levels among the participants were also noted. We argue that decorated tableware can serve as a valuable tool for studying linguistic input and the nature of adult–child conversations during mealtimes at home and beyond.

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Consumable Reading and Children's Literature

Cited by 4 publications

References 184 publications

Digital Edible Literacies: Ephemeral and Highly Affective

Digital Edible Literacies: Ephemeral and Highly Affective

Rotating, Re-reading, and Reacquainting: A Critical Investigation of Reversible Picturebooks

Parent–Child Mealtime Conversations Stimulated with Decorated Tableware

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