Disembodied Voice and Embodied Affect: e-Reading in Early Childhood Education
This article explores how processes of e-reading become in particular ways when six-year-olds read a digital narrative text in a Swedish classroom. The article assumes that the use of digital technology has changed both the way students read and how they make sense of what they read. With a particular interest in what the digital voice of an eBook may produce, I use an affective methodology as read through the work of Deleuze (1988) to develop the analysis. Using the concept of affect to explore and explain the production of processes of e-reading enables an account of relations and movements between various entities manifested in the reading activity such as sound recording, corporal movements, reading instruction and digital tablets. The analysis builds on video-recorded examples of e-reading and didactic work in three preschool classes. In the intricate interplay of this data, the e-reading processes were formed by often unforeseen intense moments of embodied actions. The analysis shows in specific ways that the mutual production of embodied strategies and metacognitive strategies are vital components for creating and communicating sense when six-year-olds read digital narratives.
(Published: 16 March, 2017)
Citation: C. Hermansson. ‘‘Disembodied Voice and Embodied Affect: e-Reading in Early Childhood Education.’’ Nordic Journal of Literacy Research, Vol. 3, 2017, pp. 12-25. http://dx.doi.org/10.23865/njlr.v3.467
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