Using data from a 4-year longitudinal ethnography, this study moves from a classroom to the playground to examine a multiage community engaged in a deeply revered playground game with a history stretching back nearly a decade. Mediated discourse analysis is leveraged to examine the game’s historical nexus of practice, rooted in embodied and oral modes of transmission, and to understand how the nexus was transformed with the introduction of written transmission in the form of the first official rulebook. Contentious negotiations on the playground and in the classroom emerged regarding questions of textual ownership, authorship, and authority. Findings suggest that written text did not supersede oral transmission but instead prompted more talk as well as more writing. Significantly, making space for these negotiations created opportunities for writing to be(come) significant to children as children as they passionately and critically negotiated how to sustain their own collective brand of literacy.

中文翻译：

---

作者（iz）玩游乐场游戏：“一旦规则被写下来，争论就开始了”

使用 4 年纵向民族志的数据，这项研究从教室转移到操场，以检查一个多年龄段的社区，该社区参与了一项历史可追溯到近十年的深受尊敬的操场游戏。利用中介话语分析来检查游戏的历史实践联系，植根于身体和口头传播模式，并了解这种联系是如何随着第一部官方规则手册形式的书面传播的引入而转变的。在操场和课堂上出现了关于文本所有权、作者身份和权威问题的有争议的谈判。研究结果表明，书面文本并没有取代口头传播，而是促进了更多的谈话和写作。显着地，