Tracing texts objects & practices through networks Sue Nichols University of South Australia AERA San Francisco 2006

Dimensions of networks  Social  Spatial  Digital  Textual

What moves through networks?  Texts  People  Objects  Practices  Capital

Two projects  ‘Who gets to look clever? Gifted methodologies in the early childhood classroom’ (2002)  ‘Parents’ information networks’ (2005 with Helen Nixon)

Who gets to look gifted project  Policy & public discourse analysis  Classroom observations  Collection of classroom & teacher artefacts  Analysis of internet texts

A globalised discourse on thinking  Thinking as productive  Thinking as rational  Thinking as collective

Thinking hats: a multi-modal technology for producing thinking subjects Visual – colour as code for kinds of thinking Gestural – hats are put on and taken off Oral – interactive patterns of talk Digital – web- sites, pages, products Written – applied in a wide range of genres

Hats web-pages  hathome.mht hathome.mht   reativity_training.asp reativity_training.asp reativity_training.asp

The immutable mobile  “A network of elements that holds its shape as it moves” (Latour 1994)

The lessons can be taught in School and can be incorporated into any curriculum situation enabling any subject to be enhanced, become more enjoyable and more effectively assimilated. They can also be used in families - either as an extension of school work or independent of it. It will teach the child that the techniques are not reserved to school or the curriculum but pertinent to any situation in life - at school, at home, with friends, at University, at work - wherever and whenever.

Hats in practice being mutated by Rose Margie (teacher): Puts red cardboard 2D hat on her head. Now we’re all going to put our red hats on and think about feelings. Most children pretend to put a hat on. Rose pretends to put hers on so tight that it hurts. She makes a face. Rose (softly): Ouch. (Grins at her friend.) Ouch. Ouch. (Repeats until it becomes a musical chant getting louder ) Ouch, ouch, ouch! Ouch, ouch, ouch! Margie: Rose, pay attention.

Parents’ knowledge networks project  Ecological survey of neighbourhoods  Interviews with information workers  Home visits  Surveys of parents  Analysis of texts & artefacts

Rachel workplace childcare Internet access Ingrid Information points father Staff bookshelf noticeboard Language committee New mothers group bookshops events Germany Rachel as an actor-network

Rachel Internet father Japanese Australian Society Bilingual playgroup

Rachel childcarenoticeboard book event leaflet talk by psychologist Tim bookshop

Thoughts in process  Information providers and users alike are both accessing and creating networks in ways that blur the distinction between providers and users  Social, digital and spatial networks intersect  Texts, objects and practices circulate through these networks, transforming in the process  A combination of mobility and integrity makes for a powerful network entity  Both old and new forms of (dis)advantage are reinforced and produced through networking practices