Playing with possibilities: multilingual elementary students (Un)composing digital-sticker roles

Linguistically diverse children often engage in digital play, which includes rich literacy practices and emergent meaning-making, yet these practices are frequently exclude from classrooms. Research is needed to discover how digital play might be incorporated into classrooms and how multilingual children (de)construct roles through movement and experimentation during this play, yielding emergent meaning-making. This study explores a two-week, multimodal writing unit in one second-grade classroom, asking: <i>How did multilingual children play and experiment to (un)compose roles in digital-sticker composing?</i> Students created eBook stories with digital-stickers: their digitized hand-drawn paper characters pasted into eBooks. Drawing on a posthuman view of literacies and play, we explore how this composing functioned as role-play or imitation, representing a form of embodiment where students, though absent from the physical playframe, inhabited digital-sticker versions of themselves. Qualitative analyses reveal that students created the following roles through digital sticker play: (1) linguistic, (2) socio-relational, (3) problem-relational, (4) authorial. Post-qualitative vignettes demonstrate the movement and experimentation children played across the screen. Together, these analyses demonstrate a need for a more fluid definition of literacy where play matters and children create possibilities for their own literacy becoming.

具有语言多样性的儿童（Linguistically diverse children）常参与数字游戏，这类活动蕴含丰富的读写实践与新兴意义建构（emergent meaning-making）过程，然而此类实践却常被排除在课堂教学之外。现有研究仍有待探索两大核心议题：一是如何将数字游戏融入课堂教学场景，二是多语言儿童（multilingual children）在这类游戏中如何通过肢体动作与实践尝试，（解构与）构建自身角色并催生新的意义建构。
本研究针对某小学二年级课堂中为期两周的多模态写作单元展开探索，提出研究问题：**多语言儿童如何通过游戏与实验，在数字贴纸（digital-sticker）创作过程中（解构与）创作角色？**
学生们将手绘的纸质角色进行数字化处理后，粘贴至电子书（eBook）当中，以此创作电子书故事。本研究借鉴读写与游戏的后人类主义视角（posthuman view），探索此类创作如何作为角色扮演或模仿行为，成为一种具身化的表达形式——即便学生并未身处实体游戏场景中，他们仍通过数字贴纸化身了自身的数字化形象。
质性分析（qualitative analyses）结果显示，学生们通过数字贴纸游戏构建了四类角色：(1) 语言维度角色、(2) 社会关系维度角色、(3) 问题关联维度角色、(4) 作者维度角色。
后质性个案片段（post-qualitative vignettes）展示了儿童在屏幕前开展的动作与实验过程。综上，本研究结果表明，我们亟需对读写概念做出更具灵活性的定义，认可游戏的重要教育价值，并为儿童自身的读写发展创造更多可能性。