Lire une application: les dimensions de la création du sens dans la lecture littéraire numérique a la petite enfance
DOI :
https://doi.org/10.5007/2175-795X.2021.e66013Résumé
Le format des applications littéraires a permis le développement d’un nouveau type de littérature numérique qui a acquis une importance particulière dans la production à destination de l’enfance. Cet article vise à discuter des caractéristiques fondamentales de la lecture d’applications littéraires dans la petite enfance à partir de l’analyse empirique des événements de littératie impliquant des enfants qui lisent des applications avec leurs parents en Angleterre. Dans cette étude qualitative, la lecture partagée de applications littéraires a été observée et analysée selon les références théoriques et méthodologiques de la sémiotique sociale multimodale, en dialogue avec des discussions théoriques interdisciplinaires sur l'incarnation (embodiment), l’affect et l'agence. Les réponses des lecteurs et les caractéristiques textuelles de la littérature au format d’application ont été prises en compte dans l’analyse des transactions de sens entre enfants, parent(s) et texte littéraire. L'étude souligne que la lecture d’applications littéraires dans l’enfance est: (1) profondément incarnée (embodied) – le corps du lecteur joue un rôle essentiel dans la construction du sens et l'expérience phénoménologique de la lecture numérique; (2) affective – le lecteur échange, dans le monde fictionnel qu’il habite temporairement, intensités et émotions avec des éléments fictionnels, comme les personnages, et avec ses parents. (3) agentive – le lecteur dispose d’une agence pour négocier sa participation et la construction du sens dans la lecture, en dépit des limitations de design et il exprime son agence par leurs performances et la subversion.
Références
ATTRIDE-STIRLING, J. Thematic networks: An analytic tool for qualitative research. Qualitative Research, v. 1, n. 3, p. 385–405, 2001.
BASSEY, M. Case study research in educational settings. Philadelphia; Buckingham: Open University Press, 1999.
BERA - BRITISH EDUCATIONAL RESEARCH ASSOCIATION. Ethical Guidelines for Educational Research. Londres: British Educational Research Association, 2011.
BEZEMER, J. Multimodal transcription: A case study. In: NORRIS, S.; MAIER, C. D. (Eds.). Interactions, images and texts: A reader in multimodality. Boston; Berlin: De Gruyter Mouton, 2014, p. 155–170.
BEZEMER, J.; JEWITT, C. Multimodal analysis: Key issues. In: LITOSSELITI, L. (Ed.). . Research methods in linguistics. Londres: Continuum, 2010, p. 180–197.
BEZEMER, J., & KRESS, G. Multimodality, learning and communication: A social semiotic frame. Abingdon, Oxon; Nova York, NY: Routledge, 2016
BURN, A. The kineikonic mode: Towards a multimodal approach to image-media. In: JEWITT, C. (Ed.). The Routledge handbook of multimodal analysis. Londres, UK: Routledge, 2014, p. 375–385.
COLOMBETTI, G. The feeling body: affective science meets the enactive mind. Cambridge, Mass.; Londres: The MIT Press, 2014.
CORDARO, D. T. Universals and Cultural Variations in Emotional Expression. 2014. Tese (Doutorado em Psicologia)-University of California at Berkeley, Berkeley, USA, 2014.
DARWIN, C. The expression of the emotions in man and animals. 3. ed. Oxford; Nova York: Oxford University Press, 1998.
FELDMAN, R. S.; TYLER, J. M. Factoring in Age : Nonverbal Communication Across the Life Span. In: MANUSOV, V.; PATTERSON, M. L. (Eds.). The SAGE Handbook of Nonverbal Communication. Thousand Oaks: SAGE Publications, 2006, p. 181–201.
FISCHER, S. R. História da escrita. São Paulo: Editora UNESP, 2009.
FOGEL, A., DEDO, J. Y., MESSINGER, D. K., DICKSON, L., MATUSOV, E., & HOLT, S. A. Social process theory of emotion: A dynamic systems approach. Social Development, v. 1, n. 2, p. 122-142, 1992.
HALLIDAY, M. A. K. Learning how to mean: Explorations in the development of language. Londres: Edward Arnold, 1975.
HALLIDAY, M. A. K. Language as social semiotic: The social interpretation of language and meaning. Londres: Edward Arnold, 1978.
HAUGHTON, C. Hat Monkey. Aplicativo disponível em: https://itunes.apple.com. Fox and Sheep, 2013.
KRESS, G. Multimodality: A social semiotic approach to contemporary communication. Nova York; Londres: Routledge, 2010.
KRESS, G.; VAN LEEUWEN, T. Multimodal discourse: The modes and media of contemporary communication. Londres: Arnold, 2001.
KRESS, G.; VAN LEEUWEN, T. Reading images: The grammar of visual design. 2nd. ed. Abingdon, Oxon; Nova York: Routledge, 2006.
KUCIRKOVA, N.; LITTLETON, K. The digital reading habits of children: A National survey of parents’ perceptions of and practices in relation to children’s reading for pleasure with print and digital books. Book Trust. Disponível em: https://www.booktrust.org.uk/globalassets/resources/research/digital_reading_survey-final-report-8.2.16.pdf Acesso em: 30 jun. 2019.
ELAN. Versão 4.9.4. Nijmegen, Holanda: The Language Archive / Max Planck Institute for Psycholinguistics, 2015. Software disponível em: https://tla.mpi.nl/tools/tla-tools/elan/
LEWIS, D. Reading contemporary picturebooks: Picturing text. Nova York; Londres: Routledge, 2001.
MACKEY, M. Digital picturebooks. In: ARIZPE, E.; STYLES, M. (Eds.). Children reading picturebooks: Interpreting visual texts. 2. ed. Londres; Nova York: Routledge, 2016, p. 169-179.
MANGEN, A. Hypertext fiction reading: Haptics and immersion. Journal of Research in Reading, v. 31, n. 4, p. 404–419, 2008.
MANGEN, A.; VAN DER WEEL, A. Why don’t we read hypertext novels? Convergence: The International Journal of Research into New Media Technologies, v. 23, n. 2, p. 166–181, 2017.
MAR, R. A. et al. Emotion and narrative fiction: Interactive influences before, during, and after reading. Cognition & Emotion, v. 25, n. 5, p. 818–833, 2011.
MASSUMI, B. Notes on the Translation and Acknowledgments. In: DELEUZE, G.; GUATTARI, F. (Eds.). A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press, 1987.
MASSUMI, B. The Autonomy of Affect. Cultural Critique, n. 31, p. 83–109, 1995.
NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, v. 66, n. 1, p. 60–92, 1996.
NIKOLAJEVA, M. Reading for learning: Cognitive approaches to children’s literature. Amsterdam; Philadelphia: John Benjamins Publishing Company, 2014.
NOSY CROW. Little Red Riding Hood. Aplicativo disponível em: https://itunes.apple.com. Nosy Crow, 2013.
SCHOLASTIC. Kids and family reading report: United Kingdom. Disponível em: https://images.scholastic.co.uk/assets/a/3f/36/kfrr-uk-fnl-11-1423200.pdf Acesso em: 30 jun. 2019.
SCHWEBS, T. Affordances of an app: A reading of The Fantastic Flying Books of Mr. Morris Lessmore. Nordic Journal of ChildLit Aesthetics, v. 5, 2014.
STONE, J.; SMOLLIN, M. The monster at the end of this book. Nova York: Golden Books, 1971.
STONE, J.; SMOLLIN, M. The monster at the end of this book. Aplicativo disponível em: https://itunes.apple.com. Sesame Workshop, 2011.
TANENBAUM, K.; TANENBAUM, J. Agency as commitment to meaning: Communicative competence in games. Digital Creativity, v. 21, n. 1, p. 11–17, 2010.
TOMKINS, S. S. Affect Imagery Consciousness: The Complete Edition. Nova York: Springer Publishing Company.
VAN LEEUWEN, T. Introducing social semiotics. Londres: Routledge, 2005.
WEISBERG, D. S. Distinguishing Imagination from Reality. In: TAYLOR, M. (Ed.). The Oxford Handbook of the Development of Imagination. Oxford, Nova York: Oxford University Press, 2013, p. 75–93.
WARDRIP-FRUIN, N. et al. Agency reconsidered. In: Breaking New Ground: Innovation in Games, Play, Practice and Theory. Anais da DiGRA 2009. 1-4 set. 2009, West London, Reino Unido.
Téléchargements
Publiée
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Aline Frederico 2021
Ce travail est disponible sous la licence Creative Commons Attribution 4.0 International .
Esta revista proporciona acesso público a todo seu conteúdo, seguindo o princípio de que tornar gratuito o acesso a pesquisas gera um maior intercâmbio global de conhecimento. Tal acesso está associado a um crescimento da leitura e citação do trabalho de um autor. Para maiores informações sobre esta abordagem, visite Public Knowledge Project, projeto que desenvolveu este sistema para melhorar a qualidade acadêmica e pública da pesquisa, distribuindo o Open Journal Sistem (OJS) assim como outros software de apoio ao sistema de publicação de acesso público a fontes acadêmicas. Os nomes e endereços de e-mail neste site serão usados exclusivamente para os propósitos da revista, não estando disponíveis para outros fins.
A Perspectiva permite que os autores retenham os direitos autorais sem restrições bem como os direitos de publicação. Caso o texto venha a ser publicado posteriormente em outro veículo, solicita-se aos autores informar que o mesmo foi originalmente publicado como artigo na revista Perspectiva, bem como citar as referências bibliográficas completas dessa publicação.
