[xmca] ISCAR space for CHATs

From: Olga Vasquez <ovasquez who-is-at weber.ucsd.edu>
Date: Mon Jul 21 2008 - 08:23:24 PDT

Dear all,

There is a room in Calit2 called Open Space that
is designated for these kind of
discussions. Congress participants will be able
to reserve it ahead of time when
there isn't a "Dialectics in Dialogue" discussion
of the plenaries that takes place during the
third session of the day and is headed by
Margaret Gallego. It is a real nice place
for a CHAT.


It sounds very interesting - I would be
interested in your understanding and
interpretations of the process and the material.
Let's get together at ISCAR and chat. Yes, I am
familiar with Reggio. It used to be very
influential in Swedish preschools when I worked
as a preschool teacher in the 70s and 80s.
Unfortunately some of the instantiations in
Sweden, as often happens, are not permeated by
the ideas/ideology of Malaguzzi and instead they
became lousy copies missing the soul or spirit.
They do the aesthetic activities (visual art
predominately) in a isolated manner -- they don't
create a "play world". The Swedish scholar
Gunilla Lindqvist who developed the idea of "play
world" and "pedagogy of creative play" has an
interesting relationship to the Reggio-pedagogy
that would be interesting to discuss. I visited
Reggio Emilia 2 years ago. It was very
interesting, among other things, to see the
famous town square. They also have a very nice
activity center. I have not read it but there is
a book written by researchers from Harvard about


19 jul 2008 kl. 20.04 skrev Monica Hansen:

>I had to respond back to this because there are many parallels:
>1) My name is Monica, so it caught my eye.
>2) I just worked with a group of teachers at a Reggio inspired preschool to
>create an exhibit of digital photography created and selected by the
>students. All the photographs are accompanied by the teacher's
>documentation, or "learning stories", that includes observations of the
>process, transcripts, meaningful exchanges and interpretations, etc. The
>public exhibition "Image of the Child" was shown at various places in the
>local community and is going on the road soon. I am still working on
>collaborating with the teachers in analyzing the generated materials. Have
>you heard of the schools in Reggio Emilia (Italy), Malaguzzi, Gandini which
>are Vygotsky and Bruner, among others, influenced and emphasize the multiple
>symbolic languages/literacies of young children and infants/toddlers?
>Because of this approach, and the children's interest and response to music,
>I was inspired to do some experiments with music and imaginative play in my
>classroom of toddlers in a similar way to deepen my understanding of this
>connection between the imaginative and the cognitive. I am interested in the
>creative process and multimodal tools for both students and teachers working
>I am new to all of this research, just having started grad school (I am
>Emily Duvall's grad assistant at the University of Idaho), and still trying
>to find connections and familiarize myself with the topography of the
>phenomenon and the way different theories conceptualize it. I am really
>looking forward to seeing your work at ISCAR. I am presenting a poster about
>my work with preschool teachers and using Vygotsky to disperse conceptions
>of teacher's roles in literacy development in the classroom.
>Monica R. Hansen
>-----Original Message-----
>From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
>Behalf Of Monica E. Nilsson
>Sent: Friday, July 18, 2008 1:29 PM
>To: eXtended Mind, Culture, Activity
>Subject: Re: [Spam:***** ] Re: [xmca] Call for Proposals and Reviewers
>Thanks -- yes it is very exiting particularly as I can see how the
>use of multimodal tools make a difference for people. I will be
>presenting a paper at ISCAR (in Ana's symposium) which (today ;-) is
>titled "Development of Voice Through Creative Process and Multimodal
>Tools in Digital Storytelling Activity." It is a case study (digital
>stories by a 9 year old boy and a narrative by his teacher about him
>and his production process) where I hope to show how, particularly,
>image and music mediate the boy's creative activity and how he
>develops "voice" not "heard" in the classroom before. I consider, in
>this case, image and music simultaneously as aesthetic/artistic and
>semiotic means and because of this dual nature it facilitates both
>creativity (and thus learning) and communication. I find it very
>exiting to put multimodality and Vygotsky's theory of imagination and
>creativity into a dialogue. I also lean on Bruner's work on narrative
>(storytelling in digital storytelling).
>I am currently working with teachers in a project turning a, what is
>called, Equality plan into digital stories. In Sweden every school
>has to make a plan for how to work against abuse, sexual harassment,
>bullying, etc. The plan, which is a written text, is composed by
>teachers and regulated by national requirements. The students are
>supposed to read it and embrace the message. However, the document is
>often considered a "dead text", that is, it contains words, carrying
>little meaning to the students. In this project the Equality plan
>will be transformed into digital stories within a framework of a
>collective production process. I ask for example:
># What do the children tell in their digital stories and how is their
>understanding of what is said in the Equality Plan represented?
># How do the children use different kinds of representation and
>aesthetical forms of expression, among them, image and narration?
># How, verbally, is the interplay between imagination and reality
>expressed in the creation of their digital stories?
># How do the students reflect on the activity involving the Equality
>Plan and the creation of their digital stories?
># Based on the work of transforming the Equality Plan to digital
>stories, what can be said, about the possibilities for meaning
>making, communication, and learning - focusing on creativity and
>imagination - that digital storytelling offers?
>In my work I have also started to think about Vygotsky's
>classification of creativity at different ages. He claims (as I read
>it) that literary or verbal creativity characterizes the school
>child's activity. The literary activity follows stages where play and
>drawing has dominated but comes before stages where theater and
>dramatic creation is central.
>But is this categorization valid today when we live in an era
>characterized by a range of different forms of representations and
>aesthetical forms of expressions and where the possibility of
>integrating different kinds of representations due to information
>technology is obvious? Digital storytelling constitutes one example
>since literary forms of expression, in terms of narration, is
>combined with visual, oral, musical, etc forms of expression. From
>this perspective I perceive an exiting challenge in Vygotsky's
>discussion about different kinds of creative expressions at different
>developmental stages. What is the implication in terms of creative
>activity when a variety of tools with differing qualities are
>available, which also can be combined?
>If combining a socio cultural/activity theory approach and
>multimodality can be considered a multidisciplinary project this is a
>multidisciplinary project I hope to tell about at AERA..
>Thanks for being interested,
>18 jul 2008 kl. 02.38 skrev Cathrene Connery:
>>>Hello from Colorado,
>>Sounds like a wonderful project! Monica, I really like your
>>of multimodality. Given the fact that we humans mediate in multiple
>>means, it only seems correct to collect and analyze data from a
>>multiplicity of sources in our quest to understand the mind.
>>Best wishes,
>> I am presently doing research on Digital Storytelling applying Kress
>>>(Literacy in the new media age, 2003) and Kress & van Leeuwen
>>>(multimodal discource, 2001) in combination with Vygotsky's
>>>"Imagination & Creativity". Thinking of presenting a paper at AERA...
>>>Multimodality is about making meaning with a diversity of
>>>communicative modes: language, image, music, sound, texture and
>>>gesture -- how they differ and how they can be combined. Kress says:
>>>"the world told is a different world than the world shown"...
>>>16 jul 2008 kl. 01.41 skrev judithg@id.iit.edu:
>>>>In addition to whatever Michael will send, I attended a quite
>>>>wonderful conference on MultiModality and Learning in June,
>>>>sponsored by the Institute of Education, University of London.
>>>>See http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=16841
>>>>Quoting Martin Packer <packer@duq.edu
>>>>>I'm always interested in qualitative research, and I'm a
>>>>>psychologist. Does 'multi-modal' in this context mean mixed
>>>>>methods? Is
>>>>>there a more specific form emerging for this second topic?
>>>>>Martin Packer, Ph.D.
>>>>>Associate Professor
>>>>>Psychology Department
>>>>>Duquesne University, Pittsburgh, PA, USA 15282
>>>>>(412) 396-4852
>>>>>On 7/15/08 4:29 PM, "Michael A. Evans" <mae@vt.edu> wrote:
>>>>>>Dear All,
>>>>>>Wanted to submit one more inquiry regarding interest in the
>>>>>>following two
>>>>>>themes for possible AERA symposia:
>>>>>>>Second life, WoW, and Other Virtual Environments for education
>>>>>>>The role(s) of qualitative (multi-modal) research in the
>>>>>>>conduct of research
>>>>>>on learning and development
>>>>>>There1s room for 1-2 more abstracts on either topic if you1re
>>>>>>interested in
>>>>>>joining otherwise, I1ll close this call and get working with
>>>>>>those who1ve
>>>>>>already expressed an interest...
>>>>>xmca mailing list
>>>>Judith Gregory, Ph.D.
>>>>Institute of Design, Illinois Institute of Technology
>>>>350 North LaSalle Street
>>>>Chicago, IL 60610 USA
>>>>tel: +1 312 315 3371 (cell/sms)
>>>>fax: +1 312 595 4901
>>>>email: judithg@id.iit.edu
>>>>xmca mailing list
>>>xmca mailing list
>>xmca mailing list
>xmca mailing list
>xmca mailing list

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Olga A. Vásquez
Associate Professor
Department of Communication
University of California, San Diego
La Jolla, CA 92093-0503
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Received on Mon Jul 21 08:25 PDT 2008

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