Exploring a Methodology for Exploring a Methodology for Tracing Spatial, Social and Tracing Spatial, Social and Textual Networks through Textual Networks through

NeighbourhoodsNeighbourhoods

State of Australian Cities State of Australian Cities ConferenceConference

Adelaide Nov 28-30 2007Adelaide Nov 28-30 2007

Sue Nichols, Helen Nixon, Sophie Rainbird Sue Nichols, Helen Nixon, Sophie Rainbird University of South AustraliaUniversity of South Australia

Jennifer RowsellJennifer RowsellRutgers UniversityRutgers University

Parents’ networks: The Parents’ networks: The circulation of knowledge about circulation of knowledge about children’s literacy learning children’s literacy learning (ARC (ARC Discovery)Discovery)

Mothers’ and fathers’ understanding of Mothers’ and fathers’ understanding of how best to foster children’s learning how best to foster children’s learning and development (CLD) is a vital and development (CLD) is a vital element in optimising children’s learning element in optimising children’s learning

Our project focuses on how parents and Our project focuses on how parents and caregivers access the kinds of resources caregivers access the kinds of resources which can assist them to support CLD. which can assist them to support CLD.

Resourcing parents: Resourcing parents: geographic, social and virtual geographic, social and virtual affordancesaffordances How are resources spatially located? How are resources spatially located?

How do resources circulate through How do resources circulate through immediate social interactions? immediate social interactions?

How are resources made available How are resources made available through digital environments?through digital environments?

The interactions between all these The interactions between all these elements.elements.

Conceptual elementsConceptual elements

The ecological surveyThe ecological survey

The semiotics of placeThe semiotics of place

Network theory and analysisNetwork theory and analysis

An ecological approachAn ecological approach

Educational research tradition of Educational research tradition of theorising relationship between theorising relationship between home & schoolhome & school

Extended to communities as Extended to communities as educational siteseducational sites

Good et al (1997)Good et al (1997) Neuman and Celano (2001) Neuman and Celano (2001)

Ecological Survey – Phase 1

Selection of sites

Site 1:Site 1: Rural community of two adjoining Rural community of two adjoining townships, located on the fringe of the townships, located on the fringe of the metropolitan area. New housing metropolitan area. New housing developments just commencing. developments just commencing.

Site 2:Site 2: Central hub and surrounding Central hub and surrounding residential area of metropolitan local residential area of metropolitan local government district including large mall. government district including large mall.

Site 3:Site 3: US town with high social contrast, US town with high social contrast, home to a highly educated elite and a home to a highly educated elite and a strong working-class black community. strong working-class black community. Experiencing significant growth and Experiencing significant growth and change, owing to immigration.change, owing to immigration.

Fieldsites in South Fieldsites in South AustraliaAustralia

Fieldsite in Princeton, New Fieldsite in Princeton, New Jersey, USJersey, US

Ecological Survey – Phase 1

Reconnaissance & observation – virtual & actual

Following leads

Identifying key site features

Signage in different Signage in different sitessites

Two WellsTwo Wells

VirginiaVirginia

Ecological Survey – Phase 1

Drawing boundaries of sites

Seeking permission

ModburyModbury

Phase 2 – Data collectionPhase 2 – Data collection

DocumentationDocumentation– InventoriesInventories– MappingMapping– PhotographsPhotographs– Artefact collectionArtefact collection

ObservationObservation– Use of spaceUse of space– Use of resourcesUse of resources– Interactions regarding CLDInteractions regarding CLD

Internal Mall SpaceInternal Mall Space

StoreStore

Educational resources – inventory

Fieldsite Date Location Sec.n Type Name of product Name of company

Modbury 31/11/07 Target Toys Toys Learning Game System

Leap Frog

Modbury 31/11/07 Target Toys Toys Leap Pad Plus Writing Leap Frog Modbury 31/11/07 Target Toys Software Tele Story Jakks Pacific Modbury 31/11/07 Target Toys Toys Little People Fisher-Price Modbury 31/11/07 Target Toys Toys Roll-a-rewards Fisher-Price Modbury 31/11/07 Target Toys Toys Toddler 2 Fisher-Price Modbury 31/11/07 Target Toys Toys Calcubot Fisher-Price Modbury 31/11/07 Target Toys Toys Pooh Babies; Play 'n

Cuddle Gym Fisher-Price

Modbury 31/11/07 Target Toys Toys Sing with Me microphone

The Wiggles

Modbury 31/11/07 Target Toys Toys Karaoke microphone Hi-5 Modbury 31/11/07 Target Toys Toys Electronic guitar Hi-5 Modbury 31/11/07 Target Toys Toys Pull along musical

snail; Combo playset Target

Modbury 31/11/07 Target Books Puzzles Puzzle Patch

Phase 3: Data analysis – Phase 3: Data analysis – Geographic, social and virtual Geographic, social and virtual

affordancesaffordances CharacteristicsCharacteristics of information & resources of information & resources

Spatial contextSpatial context – where is this text/display/shop? What – where is this text/display/shop? What kind of space is this?kind of space is this?

AccessAccess – how easy is it to find/reach/see? – how easy is it to find/reach/see?

CostCost – how much time/money/effort does it take to: – how much time/money/effort does it take to: get to this place/access this resource/take this thing get to this place/access this resource/take this thing home?home?

Social relationsSocial relations – which people are hailed to read this – which people are hailed to read this text/come to this place?text/come to this place?

MobilityMobility – how does information/resources move in – how does information/resources move in and out of this space?and out of this space?

NetworkingNetworking – what kinds of connections are made – what kinds of connections are made between intofmration/resources in different spaces & between intofmration/resources in different spaces & places?places?

Comparing internal Comparing internal spaces in contrasting spaces in contrasting sites within a townsites within a town

Place context

Spatial context

Immediate semiotic context

Specific Resource

Layers of context: TextLayers of context: Text

WindowWindow

ShopShop

StreetStreet

Phase 4: Network Phase 4: Network mapping of familiesmapping of families

PrioritiesPriorities for CLD including any special needs; for CLD including any special needs; ResourcesResources sought and gathered and the forms sought and gathered and the forms

these take eg books, magazines, educational these take eg books, magazines, educational toys, bookmarked web-sites; toys, bookmarked web-sites;

PlacesPlaces where resources were sourced and where resources were sourced and method method of accessingof accessing these places; these places;

Social networkingSocial networking in relation to CLD information in relation to CLD information and resources; and resources;

PracticesPractices associated with these resources e.g. associated with these resources e.g. play, reading, behaviour management, health play, reading, behaviour management, health care, diagnosis; care, diagnosis;

How parents How parents manage their economic resourcesmanage their economic resources in in relation to knowledge resources, eg what do they relation to knowledge resources, eg what do they decide to buy rather than borrow and why? decide to buy rather than borrow and why?