Seeing double: design and enactments of a lesson on perspective‐taking

Abstract

This narrative inquiry of a lesson intended to develop perspective‐taking links our understanding of teachers as curriculum makers with a sociomaterial attunement to the ways that materials, forms, and time are also actors in producing curriculum. We offer a close reading of three classroom enactments of the same lesson and discuss ways that these instances of curriculum‐making expanded or diminished opportunities for elementary pupils to communicate shifts in perspective through personal narrative writing. We find temporal, spatial, and material resources, including schedules, technologies, and forms of assessment, to play key roles in shaping relations in curriculum making.

Assessing 21st Century Literacies: Improvisation and Inquiry

“…Digital and social media have multiplied literacies and pedagogies in multimodal and participatory ways (Cope & Kalantzis, 2015;Hibbert, Ott, & Iannacci, 2015). A pilot phase of the present study found that the rubrics provided for assessment in a literacy curriculum in development (QWILL, 2014) did not reflect the depth or kind of literacies students were engaging with as the teachers innovated with the program through their technological and pedagogical resources (Ott, MacAlpine, & Hibbert, 2018). The objective of this study is to explore ways that assessment might be redesigned for 21 st century literacies through approaches to narrative inquiry and actor network theory in four junior elementary classrooms.…”

Magic and Monsters

“…Here, we pose a playful question to explore a complex problem: How might elementary teachers care for the monsters made when students collaborate with Google in literacy practices? To frame this problem, we illustrate the unintended effects of collaboration using Google technologies in two cases drawn from a broader study investigating literacy practices in elementary classrooms (Ott, MacAlpine, & Hibbert, 2018;Ott, 2020). In this study, we invited six junior elementary teachers to re-design a literacy curriculum based on Shakespeare's play, "A Midsummer Night's Dream."…”