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Unfold studio: supporting critical literacies of text and code

机译：展开工作室：支持文本和代码的关键文字

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摘要

Purpose - This research aims to explore how textual literacy and computational literacy can support each other and combine to create literacies with new critical possibilities. It describes the development of a Web application for interactive storytelling and analyzes how its use in a high-school classroom supported new rhetorical techniques and critical analysis of gender and race. Design/methodology/approach - Three iterations of design-based research were used to develop a Web application for interactive storytelling, which combines writing with programming. A two-week study in a high-school sociology class was conducted to analyze how the Web application's textual and computational affordances support rhetorical strategies, which in turn support identity authorship and critical possibilities. Findings - The results include a Web application for interactive storytelling and an analytical framework for analyzing how affordances of digital media can support literacy practices with unique critical possibilities. The final study showed how interactive stories can function as critical discourse models, simulations of social realities which support analysis of phenomena such as social positioning and the use of power. Originality/value - Previous work has insufficiently spanned the fields of learning sciences and literacies, respectively emphasizing the mechanisms and the content of literacy practices. In focusing a design-based approach on critical awareness of identity, power and privilege, this research develops tools and theory for supporting critical computational literacies. This research envisions a literacy-based approach to K-12 computer science which could contribute to liberatory education.
机译：目的 - 本研究旨在探讨文字识字和计算素养如何相互支持，并结合创造具有新的关键可能性的文字。它描述了对互动讲故事的网络申请的发展，并分析了其在高中课堂上的使用方式支持新的修辞技术和对性别和种族的批判性分析。设计/方法/方法 - 基于设计的研究三次迭代用于开发用于互动讲故事的Web应用程序，这与编程写作相结合。进行了在高中社会学课程中的一项为期两周的研究，以分析Web应用程序的文本和计算能力如何支持修辞策略，这反过来支持身份教职和关键可能性。结果 - 结果包括互动讲故事的网页申请和分析框架，用于分析数字媒体的能力如何支持具有独特的关键可能性的识字实践。最后的研究表明，交互式故事如何运行作为关键话语模型，对社会现实的模拟，支持分析了社会定位和权力的使用等现象。原创性/价值 - 以前的工作不够跨越了学习科学和文学领域，分别强调了识字措施的机制和内容。本研究致力于对身份，权力和特权的批判性意识的基于设计的方法，开发了支持关键计算文章的工具和理论。这项研究设想了一种基于识字的识字方法，可以促进吸取教育。

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