Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces


  • Melanie Wong University of British Columbia



In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students’ non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces.

Author Biography

Melanie Wong, University of British Columbia

Melanie M. Wong is an Assistant Professor of Teaching at the University of British Columbia. Prior to pursuing her PhD, she was a K-12 educator for over 15 years. She had diverse teaching experiences including as an elementary teacher and various leadership roles. Her research interests include: K-12, ELL, and Technology-Enhanced Classrooms.




How to Cite

Wong, M. (2021). Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces. Language and Literacy, 23(3), 146–164.