Considering this week’s article, how may their theory on space-making reflect on the classroom (or school) spaces we inhabit?
From the study, there were four themes that materialize – Reposition, Transportation, Nesting and Layering. Reposition is the actions by which child readers consciously position themselves differently in relation to their environment after reading a text. Transportation is when child readers imagine that they are in a book or text. Nesting is the action by which child readers are preparing to read, such as looking for a quiet nook to read. Layering is when readers bring elements from a book into the real world, such as role-playing or attaching elements of a story to real-life objects. For example, a child pretending that their closet leads into Narnia. These four themes have helped the participants, as readers during their childhood, learn to know and appreciate their environments in non-cognitive ways. Being aware of how child readers use these themes to read will help teachers create an environment where these themes are fostered. Such as instead of having students read in their desks they can pick where they want to read in the classroom.
Sarah Fischer (2017) Readers as place-makers: the experience of place in the
literacy life-worlds of middle childhood, Environmental Education Research, 23:10, 1476-1488, DOI: