TY - JOUR
T1 - Developing collaborative creativity through microblogging
T2 - A material-dialogic approach
AU - Cook, V.
AU - Major, L.
AU - Warwick, P.
AU - Vrikki, M.
N1 - Funding Information:
This work was supported by the Research Council of Norway [FINNUT/Project No: 254761].
Publisher Copyright:
© 2020 Elsevier Ltd
PY - 2020/9
Y1 - 2020/9
N2 - A dialogic theory of collaborative creativity focuses on the emergence of new perspectives from the interplay of ‘voices’. With much research on the interaction between digital technology, dialogue and collaborative creativity focusing on human voices, this paper explores how a microblogging tool may contribute to co-creative processes as a ‘voice’ in a dialogue. We diffractively read excerpts from one lesson, involving learners aged 11–12 years studying English in the UK, through material-dialogic theory and Barad's theory of agential realism. Through our entanglement with both theory and data, we explore the tensions and relationships between: i). ideas of creativity in the context of digital technology-supported classroom dialogue; and ii). frameworks of understanding informed by agential realism. Bringing these two sets of ideas together addresses a gap in our current understanding of the multi-layered nature of students’ creative engagement with digital technologies in classrooms. These findings are thus significant when considering a material-dialogic approach in the context of developing collaborative creativity through technology. Additionally, the paper makes a methodological contribution, illustrating the use of a diffractive approach in the context of technology-mediated dialogue and creativity.
AB - A dialogic theory of collaborative creativity focuses on the emergence of new perspectives from the interplay of ‘voices’. With much research on the interaction between digital technology, dialogue and collaborative creativity focusing on human voices, this paper explores how a microblogging tool may contribute to co-creative processes as a ‘voice’ in a dialogue. We diffractively read excerpts from one lesson, involving learners aged 11–12 years studying English in the UK, through material-dialogic theory and Barad's theory of agential realism. Through our entanglement with both theory and data, we explore the tensions and relationships between: i). ideas of creativity in the context of digital technology-supported classroom dialogue; and ii). frameworks of understanding informed by agential realism. Bringing these two sets of ideas together addresses a gap in our current understanding of the multi-layered nature of students’ creative engagement with digital technologies in classrooms. These findings are thus significant when considering a material-dialogic approach in the context of developing collaborative creativity through technology. Additionally, the paper makes a methodological contribution, illustrating the use of a diffractive approach in the context of technology-mediated dialogue and creativity.
KW - Collaborative creativity
KW - Diffractive analysis
KW - Digital technology
KW - Material-dialogic approach
UR - http://www.scopus.com/inward/record.url?scp=85088784665&partnerID=8YFLogxK
U2 - 10.1016/j.tsc.2020.100685
DO - 10.1016/j.tsc.2020.100685
M3 - Article
AN - SCOPUS:85088784665
SN - 1871-1871
VL - 37
JO - Thinking Skills and Creativity
JF - Thinking Skills and Creativity
M1 - 100685
ER -