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Capturing the sociomateriality of digital literacy events

Research output: Contribution to journalJournal articlepeer-review

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Capturing the sociomateriality of digital literacy events. / Bhatt, Ibrar; de Roock, Roberto.

In: Research in Learning Technology, Vol. 21, No. 4, 2013.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Bhatt, I & de Roock, R 2013, 'Capturing the sociomateriality of digital literacy events', Research in Learning Technology, vol. 21, no. 4. https://doi.org/10.3402/rlt.v21.21281

APA

Bhatt, I., & de Roock, R. (2013). Capturing the sociomateriality of digital literacy events. Research in Learning Technology, 21(4). https://doi.org/10.3402/rlt.v21.21281

Vancouver

Bhatt I, de Roock R. Capturing the sociomateriality of digital literacy events. Research in Learning Technology. 2013;21(4). https://doi.org/10.3402/rlt.v21.21281

Author

Bhatt, Ibrar ; de Roock, Roberto. / Capturing the sociomateriality of digital literacy events. In: Research in Learning Technology. 2013 ; Vol. 21, No. 4.

Bibtex

@article{6657118004c34b39b0e6bd03dc3af983,
title = "Capturing the sociomateriality of digital literacy events",
abstract = "This paper discusses a method of collecting and analysing multimodal data during classroom-based digital literacy research. Drawing on reflections from two studies, the authors discuss theoretical and methodological implications encountered in the collection, transcription and presentation of such data. Following an ethnomethodological framework that co-develops theory and methodology, the studies capture digital literacy activities as real-time screen recordings, with embedded video recordings of participants{\textquoteright} movements and vocalisations around the tasks during writing. The result is a multimodal rendition of digital literacy events on- and off-screen, allowing linguistic and multimodal transcriptions to capture the complexity of the data in a format amenable to analysis. Acquiring such data allowed for the development of detailed analyses of digital literacy events in the classroom, including interaction that would otherwise have escaped standard ethnography and video analysis, through sensibilities that approach social and material items without a priori hierarchies. This leads us to a {\textquoteleft}performative{\textquoteright} notion of digital literacies and an analytic methodology that is useful for researchers paying greater attention to the sociomaterial assemblages in which digital literacy events unfold.",
keywords = "digital literacies, multimodality, video analysis, screen capture, literacy studies, actor-network theory",
author = "Ibrar Bhatt and {de Roock}, Roberto",
note = "This is an Open Access article distributed under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.",
year = "2013",
doi = "10.3402/rlt.v21.21281",
language = "English",
volume = "21",
journal = "Research in Learning Technology",
issn = "2156-7069",
publisher = "Association for Learning Technology",
number = "4",

}

RIS

TY - JOUR

T1 - Capturing the sociomateriality of digital literacy events

AU - Bhatt, Ibrar

AU - de Roock, Roberto

N1 - This is an Open Access article distributed under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.

PY - 2013

Y1 - 2013

N2 - This paper discusses a method of collecting and analysing multimodal data during classroom-based digital literacy research. Drawing on reflections from two studies, the authors discuss theoretical and methodological implications encountered in the collection, transcription and presentation of such data. Following an ethnomethodological framework that co-develops theory and methodology, the studies capture digital literacy activities as real-time screen recordings, with embedded video recordings of participants’ movements and vocalisations around the tasks during writing. The result is a multimodal rendition of digital literacy events on- and off-screen, allowing linguistic and multimodal transcriptions to capture the complexity of the data in a format amenable to analysis. Acquiring such data allowed for the development of detailed analyses of digital literacy events in the classroom, including interaction that would otherwise have escaped standard ethnography and video analysis, through sensibilities that approach social and material items without a priori hierarchies. This leads us to a ‘performative’ notion of digital literacies and an analytic methodology that is useful for researchers paying greater attention to the sociomaterial assemblages in which digital literacy events unfold.

AB - This paper discusses a method of collecting and analysing multimodal data during classroom-based digital literacy research. Drawing on reflections from two studies, the authors discuss theoretical and methodological implications encountered in the collection, transcription and presentation of such data. Following an ethnomethodological framework that co-develops theory and methodology, the studies capture digital literacy activities as real-time screen recordings, with embedded video recordings of participants’ movements and vocalisations around the tasks during writing. The result is a multimodal rendition of digital literacy events on- and off-screen, allowing linguistic and multimodal transcriptions to capture the complexity of the data in a format amenable to analysis. Acquiring such data allowed for the development of detailed analyses of digital literacy events in the classroom, including interaction that would otherwise have escaped standard ethnography and video analysis, through sensibilities that approach social and material items without a priori hierarchies. This leads us to a ‘performative’ notion of digital literacies and an analytic methodology that is useful for researchers paying greater attention to the sociomaterial assemblages in which digital literacy events unfold.

KW - digital literacies

KW - multimodality

KW - video analysis

KW - screen capture

KW - literacy studies

KW - actor-network theory

U2 - 10.3402/rlt.v21.21281

DO - 10.3402/rlt.v21.21281

M3 - Journal article

VL - 21

JO - Research in Learning Technology

JF - Research in Learning Technology

SN - 2156-7069

IS - 4

ER -