Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10331
Title: Storytelling “in Theory”: Re-imagining Computational Literacies through the Lenses of Syncretism and Translanguaging
Authors: Vogelstein, Lauren
McBride, Cherise
Y., Jasmine
Wilkerson, Michelle
Vogel, Sara
Barrales, Wendy
Ascenzi-Moreno, Laura
Hoadley, Christopher
Gutiérrez, Kris
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Vogelstein, L., McBride, C., Y., J., Wilkerson, M., Vogel, S., Barrales, W., Ascenzi-Moreno, L., Hoadley, C., & Gutiérrez, K. (2023). Storytelling “in theory”: Re-imagining computational literacies through the lenses of syncretism and translanguaging. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 800-807). International Society of the Learning Sciences.
Abstract: This inquiry is guided by a curiosity around the stories that teachers tell about their students, content, and pedagogical approaches focused on data and computational literacies. We present a form of storytelling with theory as we apply theories of syncretism and translanguaging to empirical vignettes about teachers’ sensemaking. We also present a form of storytelling of theory, drawing on teachers’ stories to help us better understand how these theories are related to each other. We bring two teachers’ stories into conversation: one from the Writing Data Stories (WDS) project and the other from the Participating in Literacies and Computer Science (PiLa-CS) project. Both projects utilized translanguaging and syncretism in their conceptions and designs, working with teachers to design for expansive forms of data-based and computational literacies.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.118113
https://repository.isls.org//handle/1/10331
Appears in Collections:ISLS Annual Meeting 2023

Files in This Item:
File SizeFormat 
ICLS2023_800-807.pdf275.2 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.