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ERIC Number: EJ1061110
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 42
Spatial Stories with Nomadic Narrators: Affect, Snapchat, and Feeling Embodiment in Youth Mobile Composing
Wargo, Jon M.
Journal of Language and Literacy Education, v11 n1 p47-64 Spr 2015
While the vast majority of scholarship on mobile media, social semiotics, and multimodality highlights work done "behind" the screen, few studies have considered the embodied processes of youth composing "with" and "through" mobile technology. This study, drawn from a larger critical qualitative connective ethnography, works to fill a paucity of literature by examining how one youth participant, Ben, uses the digital mobile application Snapchat to create and compose a myriad of phenomenological experiences. By partnering approaches from queer phenomenology and multimodal (inter)action analysis, this paper illuminates how the affective intensities and push-and-pull of orientations deliver a narrative that is enfolded by several felt moments. By illuminating the rich processes of embodied composing with mobile media and accounting for the spatio-temporal scales and traversals that Ben navigates to architect his experience, this article works to spotlight how youth composers tell spatial stories and map nomadic narratives to explore their own embodied experiences with and through mobile media.
Descriptors: Telecommunications, Handheld Devices, Ethnography, Technology Uses in Education, Social Networks, Phenomenology, Story Telling, Student Experience, Time, Spatial Ability, Photography, Social Theories, Video Technology, Longitudinal Studies, Qualitative Research, High School Students, Writing (Composition)
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: firstname.lastname@example.org; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A