User:Suzan/Thesisoutlineirmak
THESIS OUTLINE[edit | edit source]
INTRODUCTION[edit | edit source]
The introduction will be addressing the METAKNOT of the thesis. This is the main motivation of researching digital interactivity and kids which is addressed in the proposal. This will be followed by a guide to reading the thesis and why I chose this format.
Past few years, I have developed a personal interest in using knots as a form of structuralising ideas and information. Throughout history, knots have been used to connect, combine, hold, contain, stop, move, punish, break, invent and many other things. I wanted there to be a relation to knots in the thesis itself.
The reader will have the option to have a mode of reading, where they will be guided to start reading from a certain chapter according to the type of reader they are. This will be determined through a simple yes or no map where they will answer questions on knots and how they symbolize them.
Example of the form of questions there might be:
You have 3 tasks to do: clean the living room, clean the bathroom and clean the kitchen tick the one you will prefer:
- kitchen
- living room
- bathroom //// variations of these/
or questions like: Would you like to have spoiler for a tv show you will watch?, Does the idea of putting milk before coffee make you cringe?, If you saw an empty frame, would you automatically think that its for photos?
This means, I will have three modes/recipes of writing/reading to offer: combine(red), slide(blue), build(black). After the reader discovers the starting point with the yes or no map, they will continute the reading journey through the metaphorical strings of different colors that will weave them through the text. This way, the lineer text will become in a way, non-lineer. Combine mode of reading will be for readers who are more interested in the personal journey and the connections between motivation and result. Therefore they might start reading from where I explain why I did or choose certain things in the project and then weave\read their way to the theories and technicalities. Slide mode of reading will be for more laid back readers who arent looking for connecting ideas but more focused on the motivation and purpose of the project. Build readers are detail oriented and more academic readers where they would need a proper lead to reading and need organisation.
Alongside this, there will be some drawings of knots at certain points in the text which will have different representations like in Quipus. Certain knots will represent the experiences that raise interesting opportunities for research and distinct events I went through as making the project and underneath the drawing the relation to the knot itself will be briefly explained. For example if I couldnt manage to do something I planned to do, this will be represented with a weak knot or a broken knot. Bend knots which are used to connect, will be representing the relation between theories and my own experiences/motivations. Hitches which are knots that are formed around a solid object, such as a spar, post, or ring will be representing the evidence or data I have.
Chapter 1[edit | edit source]
The first chapter will be focusing on two key points: childrens interaction patterns according to target age group and ways and whys of using interactivity in digital platforms. I will be mentioning the differences and similarities between ebooks and storytelling games. The effect of storytelling and interactive games to kids’ creativity. I will focus on what we learn from narrative, open ended and multiple ending games. I will try to answer the question of why do we have less modes of reading and writing for children and what are the limitations that cause this.
Interactive and creative reading/writing experiences and the limits of inclusivity in narratives for children will also be addressed. How children react to interactivity. Answering the question of how interactivity in reading and books developed through history in literature and media. Research findings of differences in experience when reading aloud, alone or with someone. What does the joy of destruction and awe effect has to do with interactivity. How to cross the border of writer and reader, how can kids deauthorize the author.
Chapter 2[edit | edit source]
Focused age gap and experimentation for creative exercises to be implemented in the platform. This chapter will be about exercises of storytelling with words, knots, images, drawing, sound, gestures for the age group 7-12. Why I picked this age group will be explained. The difference and the urgency of these exercises and writing tools than the already existing interactive ebook platfroms. I am planning on giving examples of how kids from these ages interacted with the prototype at this point and discussing on the feedback.
Conclusion[edit | edit source]
I dont plan on writing a conclusion in order to make the reading experience circular. Depending on where the reader starts reading, the loop will begin and end where it started.
But I am documenting this years process of writing and researching using the Incan Quipu method which was historically used to archive information, using multiple strings of different colors, knots to represent analytic memory and historical events. So I would like the journey of reading to end with the quipu.
Bibliography[edit | edit source]
Alan Kay’s Dynabook (1968). Available at: https://www.youtube.com/watch?v=r36NNGzNvjo.
Cope, B. and Kalantzis, M. (2009) ‘“multiliteracies”: New Literacies, new learning’, Pedagogies: An International Journal, 4(3), pp. 164–195. doi:10.1080/15544800903076044.
Jessica Taylor Piotrowski: Insights into Youth, Media & Technology (no date). Available at: https://www.youtube.com/watch?v=NHi6fSNaKRQ.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1).
Papert, S. (1993) Mindstorms: Children, computers and powerful ideas. New York: Perseus.
RD, L. (2000) Knots. Random House USA Paperbacks.
Santos, J. and Castro, R.D. (2020) ‘Technological Pedagogical Content Knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST)’, SSRN Electronic Journal [Preprint]. doi:10.2139/ssrn.3661054.
Smeets, D. and Bus, A. (2013) ‘Picture storybooks go digital: Pros and cons’, Quality Reading Instruction in the Age of Common Core Standards, pp. 176–189. doi:10.1598/0496.13.
SO MANY ARTICLES! But willing to discuss my anecdotes on printer matter.
Valkenburg, P.M. and Piotrowski, J.T. (2018) Plugged in: How media attract and affect youth. New Haven, CT: Yale University Press.
Vygotsky’s theory (no date) RSS. Available at: https://www.structural-learning.com/post/vygotskys-theory#:~:text=Vygotsky’s%20theory%20suggests%20that%20each,integral%20part%20of%20contemporary%20psychology. (Accessed: 27 November 2023).
Williams, E. (2013) An anthology of concrete poetry. New York: Primary Information.
gallery[edit | edit source]
PLEASE SEE IMAGES IN GRADUATE MEMOIR/PROTOtYPING