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Abstract
Literacy, and particularly reading, is critical to success in schooling and full participation in contemporary societies. As one of the primary skills needed to develop proficiency in a language, the study of reading in additional languages has attracted significant research attention. Focusing on behaviourally visible and locally occasioned literacy events, this paper reports on an analysis of how public interactional practices for out-loud reading by small groups of English language learners facilitate the routinisation of interactional practices. The learners are participants in a mobile augmented reality (AR) activity that involves walking around a university campus in order to complete five serial tasks. Data come from video recordings of the game playing of eight groups (16 h of data) and their associated transcripts, analysed according to the principles of ethnomethodological conversation analysis. Results show that written texts that are part of the activity are given local meaning via various interactional practices that include public reading, co-reading and other embodied practices. We show how these dynamics of re-textualisation provide evidence for developing interactional practices over the course of the five tasks that are part of the activity.
Notes
1. Reading aloud, in fact, was a common way for written texts to be shared until the early middle ages (Fischer Citation2003).
2. The game was developed on the ARIS mobile gaming platform (https://arisgames.org/) at Portland State University by the 503dc group. (Thorne Citation2013).
3. Our thanks to the 503 Design Collective, Adam Jones, Vanessa Howe, Adam Okoye, and Jamalieh Haley in particular.