ABSTRACT

Drawing on data from a multi-sited study examining making and makerspace technologies’ impact on early social studies education, this article explores how two 1^st-grade children mobilized digital media to write (right) a personal issue of geo-civic injustice. Using speculative civic literacies and sound studies as conceptual tools to interrogate young children’s making as civic action, it asks: How do two young students and their teachers discursively make civic futures—speculative stories proposing preferable solutions to problems—through digital making and inquiry? How do the children use “sound” making or “make” sounds to document civic deliberation, practice participation, and take informed action across real and imagined worlds? Presented as a series of strategic sketches, the findings analyze the children’s practices and processes of digital media production. In doing so, this study suggests that sound functioned not only as a modal resource for making, but a critical literacy tool that stitched together heard histories of personal injustice with collaborative problem-solving in elementary social studies.

摘要

借鉴数据从一个多站点的研究，探讨制定和makerspace技术早期社会研究教育的影响，本文将探讨如何将两个1^日低年级的孩子们利用数字媒体来写（右）一个关于地球公民不公正的个人问题。它使用思辨性的公民文学和健全的研究作为概念工具来质疑幼儿作为公民行动的创造，它问：两个年轻学生和他们的老师如何通过数字化制作和探究来论述公民的未来——为问题提出更好的解决方案的投机故事？孩子们如何使用“声音”制作或“制作”声音来记录公民协商、实践参与并在现实和想象的世界中采取明智的行动？调查结果以一系列战略草图的形式呈现，分析了儿童数字媒体制作的实践和过程。在这样做的过程中，这项研究表明声音不仅作为一种模态资源用于制作，