The Sociocultural Role of Imagination in Critical Digital Literacy
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ERIC Institute of Education Sciences
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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
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| _version_ | 1867181816550522880 |
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| author | Lewis, Cynthia Crampton, Anne Scharber, Cassandra |
| author_facet | Lewis, Cynthia Crampton, Anne Scharber, Cassandra Lewis, Cynthia Crampton, Anne Scharber, Cassandra |
| collection | Education Resources Information Center |
| contents | The Sociocultural Role of Imagination in Critical Digital Literacy Lewis, Cynthia Crampton, Anne Scharber, Cassandra Imagination Critical Literacy Computer Literacy Play Affordances Barriers Urban Areas Urban Schools High School Students Community Organizations Youth Programs Public Libraries Urban Youth This article discusses the role of play and imagination in three urban settings: an ELA classroom, a community organization grounded in civic participation, and a digital learning lab in a library setting. We draw on sociocultural theories of imagination to show that all of the affordances and constraints of the settings contribute to what could be imagined. All three settings were found to share the following overarching dimensions of engagement grounded in play and imagination: social actors have agency to act and transform signs and relationships as well as modify contexts in ways that change the problem space and their positions as meaning-makers; moreover, the emergence of unexpected meaning is developed in interactions of people, tools, and artifacts. The settings also point to differences in the nature of play and imagination related to other conditions of the setting. To determine these conditions, we developed an Activity System Observation Protocol that allowed us to analyze activity components such as objects, norms for action and interaction, tool use, distribution of labor, and the organization of community. We found that the object or purpose of each setting was integrally related to how play and imagination functioned in each. |
| format | Recurso educativo Open Access |
| id | eric_EJ1299066 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | The Sociocultural Role of Imagination in Critical Digital Literacy Lewis, Cynthia Crampton, Anne Scharber, Cassandra Imagination Critical Literacy Computer Literacy Play Affordances Barriers Urban Areas Urban Schools High School Students Community Organizations Youth Programs Public Libraries Urban Youth The Sociocultural Role of Imagination in Critical Digital Literacy Lewis, Cynthia Crampton, Anne Scharber, Cassandra Imagination Critical Literacy Computer Literacy Play Affordances Barriers Urban Areas Urban Schools High School Students Community Organizations Youth Programs Public Libraries Urban Youth This article discusses the role of play and imagination in three urban settings: an ELA classroom, a community organization grounded in civic participation, and a digital learning lab in a library setting. We draw on sociocultural theories of imagination to show that all of the affordances and constraints of the settings contribute to what could be imagined. All three settings were found to share the following overarching dimensions of engagement grounded in play and imagination: social actors have agency to act and transform signs and relationships as well as modify contexts in ways that change the problem space and their positions as meaning-makers; moreover, the emergence of unexpected meaning is developed in interactions of people, tools, and artifacts. The settings also point to differences in the nature of play and imagination related to other conditions of the setting. To determine these conditions, we developed an Activity System Observation Protocol that allowed us to analyze activity components such as objects, norms for action and interaction, tool use, distribution of labor, and the organization of community. We found that the object or purpose of each setting was integrally related to how play and imagination functioned in each. |
| title | The Sociocultural Role of Imagination in Critical Digital Literacy |
| topic | Imagination Critical Literacy Computer Literacy Play Affordances Barriers Urban Areas Urban Schools High School Students Community Organizations Youth Programs Public Libraries Urban Youth |
| url | https://eric.ed.gov/?id=EJ1299066 |