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vehicle to allow exploration of alternate identities. Developed by Dorothy Heathcote, this approach takes advantage of “the ability of humans to ‘become somebody else,’ to ‘see how it feels’ . . . to ‘put yourself in my shoes’” as a natural ability used throughout a lifetime (as cited by Beach, Compano, Edmiston, & Borgmann, 2010, p. 69-70). Strengthening deep learning opportunities and identity development, dramatic inquiry uses students’ “imaginative ability in order to deepen and extend students’ inquiries” (Beach et. al, 2010, p. 70). This approach “dramatizes whole-class inquiries about life. . . embodied, collaborative, interactive, and sequenced improvised activities that young people engage in alongside adults as they explore questions about a topic from multiple viewpoints by creating, experiencing, representing, and interpreting socially imagined events as if they are actually happening here and now” (Beach et al., 2010, p. 73). Teachers act as guides to facilitate the creation of these imagined spaces.
Within these spaces, students are able to explore topics, professions, environments, and social issues as they build projective identities. As Beach et. al (2010) related, “When people play, they can try out and perform new identities” because they are “no longer tied to established student identities but can participate in collaborative community practices as other possible selves trying out different identities” (p. 82). These identities “can be shaped by “whatever “enterprise” of expertise they collectively imagine running: sculptors, travel agents, and so on” (p. 82). Beach et al. (2010) cited examples of first-grade classrooms turned into ‘travel agencies’ designed for whole-class engagement in researching and taking on various roles as travel planners for ecological and conservation tours. Projects included a wide variety of learning activities – consultation of experts, research and planning on all components of such trips, creation of advertising materials, discussion and creation of methods and equipment to provide tours, and problem-solving potential issues.
As Gee and Levine (2009) explained, “Our innovation-based global age requires us to retool foundational literacy skills and link them with other competencies – such as critical thinking, collaborative problem solving, and media literacy” (p. 50). Combining the dramatic inquiry approach with Gee’s identity exploration, educators focus on creating instructional experiences which provide students access to virtual worlds - whether in gaming platforms or through classroom-based dramatic inquiry using imagination and role-play - while taking advantage of technologies and new literacies. Within these virtual worlds, students can take on the roles of professionals in various real-world occupations or interests, reach out and consult experts in those fields, and learn critical thinking and problem-solving skills which can be applied to multiple situations and content areas. Students are able to step out of the roles assigned to them by teacher assumptions or past performance, often allowing marginalized or struggling students to find their voice and rise to lead.
Power exists in creating learning experiences for students where they can develop multiple perspectives based on alternative views by assuming roles outside their own real-world identities. In order to embrace new literacies and 21st century teaching practices, teachers must consider developing experiences which allow students to learn as if they were the individuals they are studying or explore alternate, possible identities to expand their understanding. Further, teachers must find ways to incorporate students’ out-of-school identities into the development of in-school identities and methods of instruction. Within this digital age, educators have increased opportunities to develop such projects and assignments allowing collaborative learning with other students, accessing experts and resources available through the Internet and technology, and developing multimodal artifacts demonstrating deep learning experiences.
Gee (2003) spoke to the role of teachers in creating classroom experiences where the “particular virtual identities and worlds they will create” are chosen carefully (p. 63). In his article, Gee (2005) stated “players become committed to the new virtual world in which they will live, learn, and act through their commitment to their new identity” (p. 34). Students were empowered to learn not only their own limitations but their own power by carrying learning to the point of taking on the new projective identity (Gee, 2003, p. 63). Learners would have the
opportunity for deep learning and develop “through their projective identities, new values and new ways of being in the world based on the powerful juxtaposition of their real-world identities . . . and the virtual identity at stake in the learning” (p. 63).
Additionally, Gee and Levine (2009) stated, “when teachers use meaningful digital media for learning – such as good video games or Web quests – their role changes. They become designers of and resources for their students’ learning. They become mentors and guides offering feedback and formative assessment that fuel students’ self-initiated learning” (p. 50). Using digital media allows students to practice digital skills and literacy learning activities in virtual worlds, learning how to act as the professionals they study, dealing with real-world problem solving and critical thinking extending into real-world identities (Gee & Levine, 2009, p. 50-51). By allowing students to participate in meaningful, authentic learning focused on addressing real-world problems or experiences, and taking on the persona of the professionals who do such work now, students can build essential skills needed for successful critical thinking, problem solving, creativity and innovation to support their journey through education and beyond.
Dramatic inquiry experiences include possibilities ranging from deep role-playing while participating in imagined worlds to more real-world based activities focused on communicating with imagined audiences (Beach et al., 2011). Creating whole-class based virtual worlds allows students to conduct web-based research, create artifacts, assume expert roles, and self-direct learning while taking on the virtual identities of individuals within the roles contained in their area of research. For example, Eakle (2009) described a second-grade classroom project where, as students created a virtual museum, they researched museum personnel such as curators, docents, and public relations staff. Students completed job applications for various roles, then created artifacts for museum exhibits including print-based, visual and digital materials of their choice (pp. 63-64). Through collaborative social learning activities such as this, students are provided with learning which differs from that of traditional educational styles. According to Lankshear and Knobel (2011) “it is only within contextualized activity – learning in context – that we can achieve ‘nuanced’ understanding and knowledge, since knowledge is constituted in practice. What we learn is a consequence of how we learn, and social learning has a very different ‘take’ from traditional formal learning on the how” (p. 218). Dramatic inquiry enables social learning which allows students to create networks of knowledge within the experience.
Relevant examples of dramatic inquiry experiences are detailed in both critical and new literacies research. The examples shared in this article and in research highlight possible experiences in a range of engagement from full dramatic improvisational inquiry to simulated role-playing where students tried on new identities informed by their real-world personas while acting in virtual worlds. Students experience opportunities to apply literacy skills across disciplines incorporating content from science, math, social studies, and the arts as they produce artifacts to meet learning objectives. Smaller, practical experiences can provide identity development as well. Educators can help students address environmental issues in their communities by studying and problem solving issues such as erosion or preservation of plant or wildlife working as scientists; planning and growing community gardens working as farmers; supporting community needs by designing and providing meal services or grocery staples working as social workers or foodbank managers; planning and providing community events like dinners or entertainment working as hospitality managers and employees or talent agents; or addressing issues of social injustice working as a community activist. These types of learning experiences create environments where students use, learn and apply practical and advanced literacy skills in both reading and writing text, and also develop media and technology skills appropriate in meeting literacy standards which address the need to use varied print and digital materials and technology to engage and motivate students while fostering a classroom climate which supports a rich literacy learning environment.
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