ABSTRACT
This chapter stories my experience developing a methodology for making fieldnotes using approaches to narrative inquiry and video inquiry. I discuss how I composed texts using smartphone videos and handwritten notes in elementary classrooms over a two-year period. This multimodal ensemble allowed me to document a rich diversity of meaning making in curricular practice as my smartphone became an assistive technology for following participants’ mobile and multisensory actions. However, as this research narrative illustrates, texts are not only design choices about how to compose data in the field. The negotiations of presence and inquiry woven as connective tissues between human and material participants in a research ensemble perform field and text together as embodied entanglements. I offer possibilities for caring for a body of inquiry by seeing with participants to re-member, re-vision, and envision fieldtexts.
