Unsettling childhood literacies: contamination as collaboration in transmedia encounters
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose This paper aims to examine unexpected arrivals of adult-oriented digital media in the playful storied environments of Grades 1 and 2 classrooms and the possibilities such unsettling literacies may offer. Design/methodology/approach Posthuman perspectives provide this study’s theoretical grounding and methodological approach. Actor-network-theory and thinking with theory are used to examine school play with two video games and the literacies entangled in children’s same game machinima productions. Findings Explorations of transmediascapes animate entangled meaning-making practices across virtual and material childhood spaces. They provide openings for educators to understand their students’ literate world-making and consider how those unsettling literacies might have a place in the classroom as generative rather than to-be-avoided contaminations. Originality/value The theoretical and methodological engagements of this paper offer opportunities to re-consider unsettling literacy encounters as generative contaminations rather than noxious intrusions. This paper shows how, in engaging with unsettling literacies, educators may participate with children in meaningful literacy practices responding to both the tantalizing and the troubling aspects of particular transmedia.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.006 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it