ABSTRACT

The unremarkable is actually remarkable. Much of children’s everyday text making is apparently unexceptional: a swift drawing dashed off in a few moments, a routine classroom exercise, exchanging messages, copying from the class whiteboard. Yet, viewed through a certain lens, what children do as a matter of course becomes surprising. Ordinariness masks richness and complexity, routine features that pass by largely unnoticed are not at all trivial and commonplace ‘errors’, even if not overlooked, are replete with meaningfulness. What might appear mundane, effortless, mistaken, even uninteresting, turns out to be intriguing.