This paper examines how objects with written information are used in a rehabilitation setting with a person who has suffered a traumatic brain injury, focusing on how objects designed extra-locally are used as resources to engage in secondary activities. Through analysis of the verbal and embodied actions in sequences where objects with written information are made relevant, this paper examines the possible trajectories that emerge in an institutional setting as a result of placing this extra source of information within the setting. The analysis focuses on how two different objects have the possibility of being used as a tool for accessing information alone or as a resource for structured teaching.
Journal article
University of Toronto Press Inc. (UTPress)
2020-11-26T00:00:00+00:00
14
230 - 255
25