Intercreating in the context of learner-generated DV production

Palmgren-Neuvonen, Laura; Korkeamäki, Riitta-Liisa and Littleton, Karen (2017). Intercreating in the context of learner-generated DV production. Thinking Skills and Creativity, 26 pp. 13–23.

DOI: https://doi.org/10.1016/j.tsc.2017.04.005

Abstract

In this article we define and conceptualize the notion of ‘intercreating’ and how the notion relates to interthinking. This new characterization of the processes of collective creativity emerges from an empirical study, reported here, examining how intercreating was constituted in interaction between primary-aged learners who were working in groups to create digital video (DV) stories. The study focuses on one group, comprising three girls and two boys.

Whilst the context of DV production was motivating for the members, their differing ideas regarding ‘violent’ versus ‘soft’ themes (representing their different lifeworlds) appeared to provoke conflicts. Despite initially disputational and superficial interactions, the group was subsequently able to negotiate joint strategies, constraints and norms and to establish and sustain intersubjectivity – which in turn appeared to be a prerequisite for intercreating. In this open-ended fictive DV task, there was relatively little common ground that could provide an initial basis for discussion and the suggestions made were accepted or rejected according to implicit, tacitly shared criteria. There was little evidence of explicit reasoning in talk; the norms and constraints in play related to the school-based nature of the task and it was these that were used as justifications for ideas or possible solutions. As pedagogical solutions, sub-tasks with tangible goals and the requirement to establish consensus on ideas seemed to facilitate and enhance group discussion. We suggest that intercreating, in the context of divergent fictive content creation, can be defined as a process involving shared meaning-making and group flow.

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