Journal article
Mapping with children to understand the geographies of learning to write.
The Australian Journal of language and literacy, Vol.48, pp.17-34
04/2025
Appears in Recent Faculty of Education Publications
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Abstract
This article considers the geographies of literacy learning by analysing maps that children drew about their experiences. The maps were created during a mapping-and-talking session with the researchers. Sociomaterial ways of thinking were used to foreground the relationships between people, texts, tools, technologies and spaces, in which literacy actions and practices occur. Four cases are outlined and analysed using the material, connected, and textual dimensions of literacy learning. Place-use and place-behaviour highlighted the material dimension; cognitive, social, and participatory activity focused on the connected dimension; and visual and linguistic activity addressed the textual dimension. Connections were found between the human, material, textual and spatial elements of children’s maps, signalling that quality literacy learning is a networked experience. Children’s maps indicated that literacy learning occurs outside the boundaries of the school environment, with rich home-based writing evident in children’s homes with their families, and that literacy learning is still predominantly a print-based activity.
Details
- Title
- Mapping with children to understand the geographies of learning to write.
- Creators
- Aspa Baroutsis - Southern Cross UniversityAnnette Woods - Queensland University of TechnologyBarbara Comber - University of South AustraliaLisa Kervin - University of Wollongong
- Publication Details
- The Australian Journal of language and literacy, Vol.48, pp.17-34
- Publisher
- Springer Nature; LONDON
- Grant note
- The research leading to these results received funding from the Australian Research Council under Grant Agreement No DP150101240.
- Identifiers
- 991013248461502368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article