SkriveXpeditionen
Computationelle artefakter og dialogiske praksisser i Skriveundervisning
DOI:
https://doi.org/10.7146/lom.v19i33.163227Abstract
This article examines how dialogic writing practices are shaped through the interplay between physical and digital artefacts in Danish language arts. Drawing on “SkriveXpeditionen” – a design-based teaching sequence in which students in three fifth-grade classes create interactive stories in Twine supported by literature, wooden tiles and QR codes – we analyse how students’ listening, dialogue and collaboration unfold. The empirical material consists of video observations and student-produced Twine stories, analysed through thematic content analysis within a sociomaterial and dialogic framework. Using an example of two students’ work, we show how open tasks, the possibilities and constraints of artefacts, and Twine’s visual overview support the emergence of a dialogic space in which students think with things and develop emerging computational literacy. The article discusses didactic implications for writing instruction, including the need to design “symphonies of modalities” that expand participation and make listening and dialogue explicit learning goals.
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