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ERIC Number: EJ1394409
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-9884
EISSN: EISSN-1743-9892
Available Date: N/A
What Is Mobile Documentation "Doing" through Social Media in Early Childhood Education In-Between the Boundaries of a Teacher's Personal and Professional Subjectivities?
Learning, Media and Technology, v48 n3 p444-459 2023
Documentation of learning through narration and imagery is part of everyday early childhood education. Recently, technology has generated enthusiasm for digital and mobile documentation, where mobility indicates reciprocal communication between home and school using mobile devices. The present paper asks the question of what mobile documentation is "doing" within the boundaries of a teacher's personal and professional public-private timespace-materialities. By focusing on documentation of young children's playful learning shared through social media platforms, I put to work posthuman, feminist materialist theories. What becomes illuminated is that mobile documentation performs within the porous boundaries between a teacher's personal and professional subjectivities. These actions flow between reproduction, generation, and rupture, with hidden labours and affective costs materialised in the liveliness of timestamps, spatialities, and hashtag entanglements. Whilst mobile documentation practices raise ethical questions, they offer potentialities for accessible ways for teachers to operationalise digital doings that offer hopeful, bite-size, and accessible storytelling.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A