ABSTRACT
Many texts are unremarkable because of their very ordinariness. In the copiousness of their everyday drawing and writing at home and in the routine practices of the classroom, what children do is often apparently unexceptional in terms of audience, subject matter and signifying forms. What if the apparently mundane is looked at through a lens that brings into focus what is generally passed by? Taking seriously, even making strange, the humble recognizes and seeks to understand what occupies children’s everyday text making, and how they respond to seemingly run of the mill social, intellectual and representational demands.
