Exploring literacies through touch pad technologies: The dynamic materiality of modal interactions

Abstract

In this paper we explore how the use of gesture and touch with digital technology fits into an overall scheme of meaning making. We investigate the concept of dynamic materiality by looking at examples of cognitive, socially situated and technologically mediated experiences of literacy. Dynamic materiality refers to the constant shift between modes and texts through which students need to navigate to build cohesive layers of meaning between reading and writing for literacy and learning tasks at school. Data for the study was collected through observations of literacy lessons that incorporated reading, writing, talking, listening, creating and viewing in a fifth grade class where each student had a touch pad. Lesson sequences that integrated the use of touch pads for targeted learning purposes were recorded and analysed for evidence of modal layering. When the overall semiotic context was coded it became clear that gesture and touch must be considered as important communicative tools for students working with digital technologies. Furthermore, when students reflected orally on their learning and thinking processes the data shows how their purposeful use of touch provides evidence of dynamic materiality. These findings illustrate the value of including touch in the consideration of modes in meaning making and reveal new ways of viewing literacy in contemporary times.