Jenny Renlund
Biographic Data
| ID | 6573706 |
|---|---|
| NAME | Jenny Renlund |
| GIVEN NAMES | Jenny |
| FAMILY NAME | Renlund |
| SIGNATURE | RENLUND J |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-7378-0875 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Rethinking temporalities through being with children
Children’s everyday lives are shaped by shifting rhythms of movement, suspension, and retrospection through which time becomes lived, imagined, and meaningful. This article brings together interdisciplinary and international perspectives, with members of a collective reflecting on temporality in children’s lives. Across a prologue and nine reflective pieces developed through prolonged dialogue, the article explores time in children’s diverse ever…
Speculative spaces
Drawing on Donna Haraway's notion of speculative fabulation, in this study the authors investigate how a pedagogy grounded in mythical nature spirits, children's imaginative explorations and storying activities created spaces for children to explore socio-ecological worlds. Their inquiry draws on an ethnographic case study of three children (aged seven to eight) in a Finnish primary school who participated in a cross-curricular unit framed by a s…
The Materiality of Children’s Imaginative Sense-making in Climate Change Education
In this article, we discuss our investigation of children’s imaginative sense-making and its materiality in climate change education. Drawing on a new materialist approach, our research contributes to knowledge about the material significance in children’s sense-making related to climate change. During a project called Riddle of the Spirit in a Finnish primary school, we invited children to explore the concepts of global warming and carbon dioxid…
Lingering with Multispecies Kin
Based on an ethnographic study in a Finnish primary school, we explored lingering as both a pedagogical approach and a methodological concept for multispecies education research and practice. Through this conceptual thinking, we “re-turned” to the multiplicities that unfolded from noticing rhythms, enterings and different lifeworlds to show how children’s lingering encounters developed into speculative inquiries about how invertebrates and amphib…
Aesthetic flux
Although sensuous and embodied engagement is an integral part of child–environment relationalities, the intersections of aesthetics, children and environments remain scarcely addressed. As a response, this study develops a concept of ‘aesthetic flux’ to delve into the sensuous dynamics of matter and bodies in the context of a storying workshop in a forest with first graders in a Finnish primary school. An arts-based, post-qualitative methodology …
Fostering children’s ecological imagination with augmented storying
In this study we investigated how augmented storying fosters children’s ecological imagination. Augmented storying couples culturally-based nature stories embedded in augmented storytelling technology with children’s own mobile and multimodal storying activities outdoors in local ecologies. The study took place during a four-month, cross-curricular project in a Finnish elementary school and its neighborhood. Results reveal affective, embodied, se…
Stories of shimmer and pollution
This study is a reaction to the paucity of research on children’s aesthetic encounters in living environments that are increasingly troubled by pollution, urban development and climate change. We ask how child-environment aesthetic encounters unfold in urban wilds and seek to identify the tensions and transformations that such encounters create. Our understanding of child-environment aesthetic encounters has been inspired by post-human and relati…
Empathetic encounters of children’s augmented storying across the human and more-than-human worlds
This study brings empathy to the centre of literacy practice by investigating children’s augmented storying as it was related to empathetic encounters across the human and more-than-human worlds. The study applies sociomaterial theorising that defines empathy as relational and emergent across human–material–spatial–temporal assemblages. The empirical study was situated in a Finnish primary school in which children used an augmented story-crafting…
Mapping Digital Competence
This study investigates and maps students’ maker literacies as they relate to digital competence. The study builds on sociocultural theorizing and on the scholarship of digital literacy that defines maker literacies as social practices that entail making and remaking artifacts and texts using various materials and technologies. Through a detailed multimodal analysis of video data from an ethnographic case study of students’ (N:11) interaction in …
Children’s Augmented Storying in, with and for Nature
Drawing on a relational ontology and scholarship of new literacies, we investigate the materiality and performativity of children’s augmented storying in nature. Our study is situated in a Finnish primary school in which a novel, augmented reality application (MyAR Julle) was utilized as a digital storytelling tool for children (n = 62, aged 7–9), allowing them to explore, interact, and imagine in nature and to create/share their stories. The dat…
Empathetic encounters of children’s augmented storying across the human and more-than-human worlds
This study brings empathy to the centre of literacy practice by investigating children’s augmented storying as it was related to empathetic encounters across the human and more-than-human worlds. The study applies sociomaterial theorising that defines empathy as relational and emergent across human–material–spatial–temporal assemblages. The empirical study was situated in a Finnish primary school in which children used an augmented story-crafting…
Mapping Digital Competence
This study investigates and maps students’ maker literacies as they relate to digital competence. The study builds on sociocultural theorizing and on the scholarship of digital literacy that defines maker literacies as social practices that entail making and remaking artifacts and texts using various materials and technologies. Through a detailed multimodal analysis of video data from an ethnographic case study of students’ (N:11) interaction in …
Children’s Augmented Storying in, with and for Nature
Drawing on a relational ontology and scholarship of new literacies, we investigate the materiality and performativity of children’s augmented storying in nature. Our study is situated in a Finnish primary school in which a novel, augmented reality application (MyAR Julle) was utilized as a digital storytelling tool for children (n = 62, aged 7–9), allowing them to explore, interact, and imagine in nature and to create/share their stories. The dat…
Empathetic encounters of children’s augmented storying across the human and more-than-human worlds
This study brings empathy to the centre of literacy practice by investigating children’s augmented storying as it was related to empathetic encounters across the human and more-than-human worlds. The study applies sociomaterial theorising that defines empathy as relational and emergent across human–material–spatial–temporal assemblages. The empirical study was situated in a Finnish primary school in which children used an augmented story-crafting…
Stories of shimmer and pollution
This study is a reaction to the paucity of research on children’s aesthetic encounters in living environments that are increasingly troubled by pollution, urban development and climate change. We ask how child-environment aesthetic encounters unfold in urban wilds and seek to identify the tensions and transformations that such encounters create. Our understanding of child-environment aesthetic encounters has been inspired by post-human and relati…
Fostering children’s ecological imagination with augmented storying
In this study we investigated how augmented storying fosters children’s ecological imagination. Augmented storying couples culturally-based nature stories embedded in augmented storytelling technology with children’s own mobile and multimodal storying activities outdoors in local ecologies. The study took place during a four-month, cross-curricular project in a Finnish elementary school and its neighborhood. Results reveal affective, embodied, se…
The Materiality of Children’s Imaginative Sense-making in Climate Change Education
In this article, we discuss our investigation of children’s imaginative sense-making and its materiality in climate change education. Drawing on a new materialist approach, our research contributes to knowledge about the material significance in children’s sense-making related to climate change. During a project called Riddle of the Spirit in a Finnish primary school, we invited children to explore the concepts of global warming and carbon dioxid…
Lingering with Multispecies Kin
Based on an ethnographic study in a Finnish primary school, we explored lingering as both a pedagogical approach and a methodological concept for multispecies education research and practice. Through this conceptual thinking, we “re-turned” to the multiplicities that unfolded from noticing rhythms, enterings and different lifeworlds to show how children’s lingering encounters developed into speculative inquiries about how invertebrates and amphib…
Aesthetic flux
Although sensuous and embodied engagement is an integral part of child–environment relationalities, the intersections of aesthetics, children and environments remain scarcely addressed. As a response, this study develops a concept of ‘aesthetic flux’ to delve into the sensuous dynamics of matter and bodies in the context of a storying workshop in a forest with first graders in a Finnish primary school. An arts-based, post-qualitative methodology …
Speculative spaces
Drawing on Donna Haraway's notion of speculative fabulation, in this study the authors investigate how a pedagogy grounded in mythical nature spirits, children's imaginative explorations and storying activities created spaces for children to explore socio-ecological worlds. Their inquiry draws on an ethnographic case study of three children (aged seven to eight) in a Finnish primary school who participated in a cross-curricular unit framed by a s…
Rethinking temporalities through being with children
Children’s everyday lives are shaped by shifting rhythms of movement, suspension, and retrospection through which time becomes lived, imagined, and meaningful. This article brings together interdisciplinary and international perspectives, with members of a collective reflecting on temporality in children’s lives. Across a prologue and nine reflective pieces developed through prolonged dialogue, the article explores time in children’s diverse ever…
Psychology (8 works) · Sociology (8 works) · Children's Rights and Participation (7 works) · Aesthetics (6 works) · Art (5 works) · Pedagogy (5 works) · Narrative (4 works) · Posthumanist Ethics and Activism (4 works) · Computer Science (3 works) · Digital Storytelling and Education (3 works)