|
Dòng
|
Nội dung
|
|
1
|
Bakhtin and the carnival : humour in school children’s film making / : humour in school children’s film making / Jessica Zacher Pandya, Kathy A. Mills.
// Language and Education Vol.33, No 6/2019 UK : Taylor & Francis Group, 2019.p. 544-559 ; 26 cm.While humour and laughter create conditions that are conducive for learning, different forms of children’s humour have been given little attention in research on digital media, literacy learning, and multimodal design. Applying a Bakhtinian lens, we analyse carnivalesque videos created by elementary students as part of the formal curriculum. We argue that they functioned as playful, spoofing counter narratives within the serious context of schooling. Three key findings emerge from analysis that show different forms of carnivalesque humour in their texts: (i) Clowning in children’s carnivalesque performances was used to break perceived tensions; (ii) Grotesque humour arose spontaneously, subverting the seriousness of films by drawing attention to lower, bodily functions; and (iii) Ambivalent laughter was instantiated in the video texts as a carnivalesque view of the world. We argue that the deliberate curation, editing, and selecting of these funny moments for an intended audience enabled spaces for digital play in film making within the remit of the formal curriculum.
|
|
2
|
Distributed cognition in a virtual world / Julia Gillen, Rebecca Ferguson, Anna Peachey and Peter Twining
// Language and education 2011, Vol26, N.2 2011p. 151-167 Over a 13-month period, the Schome Park Programme operated the first ‘closed’ (i.e. protected) Teen Second Life1 project in Europe. The project organised diverse educa¬tional events that centred on use of a virtual world and an associated asynchronous forum and wiki. Students and staff together exploited the affordances of the environment to develop skills and enhance community spirit. One popular activity, initiated by students, involved sailing boats around the project’s virtual island, a technically challenging task for beginners. This paper studies the records of one of these sailing regattas. Organising and implementing this event involved considerable technical and interactional chal¬lenges. We analyse the following: How do people work together, including through the use of (virtual) artefacts, to solve problems? What particular qualities of the literacy practices surrounding the regatta appear to us to involve learning? Simultaneously, we contribute to the development of methodologies for studying learning in virtual worlds by employing a virtual literacy ethnography. Findings include a diversity of creative approaches that are used when solving problems, the significance of adult behaviour in authentically modelling learning and the value of humour in fostering a learning com¬munity. The notion of distributed cognition has implications for characterising learning and analytical approaches to analysis
|
|
3
|
|
|
|
|
|