1) Resourcing and scaffolding. In contrast to firmly
enshrining a story or meaning into the technology, whatever
is designed should instead enable and inspire creative
storytelling and acting out, allowing children to imagine
and discover the content of their play. In this way,
technologies serve as a resource for interaction, rather than
mandate what should occur [cf. 17, 20]. This approach
allows the Gallery Interpreter to appropriate the interactives
rather than merely enact what their ‘rules’ require. Where
constraint is designed into the artefact, it should be for the
purposes of configuring participation rather than restricting
visitors’ creative choices and/or forcing them down a path
of ‘planned discovery’ [16]. In this way, adults might be
able to ‘scaffold’ the activities of children, to use Bruner’s
term [6], rather than tell them what to do.
1) Resourcing and scaffolding. In contrast to firmlyenshrining a story or meaning into the technology, whateveris designed should instead enable and inspire creativestorytelling and acting out, allowing children to imagineand discover the content of their play. In this way,technologies serve as a resource for interaction, rather thanmandate what should occur [cf. 17, 20]. This approachallows the Gallery Interpreter to appropriate the interactivesrather than merely enact what their ‘rules’ require. Whereconstraint is designed into the artefact, it should be for thepurposes of configuring participation rather than restrictingvisitors’ creative choices and/or forcing them down a pathof ‘planned discovery’ [16]. In this way, adults might beable to ‘scaffold’ the activities of children, to use Bruner’sterm [6], rather than tell them what to do.
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