Artifacts act as anchors that hold meanings in place when wielded to authorize particular uses, access, practices, or identities associated with the artifact. Because each meaning of an artifact is tethered to a particular nexus, place, and group, switching from one potential meaning for another also changes the channel and makes available a different set of uses, practices, and identities. In this way, anchors can be turned into pivots that open new possibilities by changing the relevant context.
In one study, I saw how children flexibly switched the meanings of paper tubes they had created to activate two potential meanings to toggle between compliance within official rules of school culture or Star Wars fandom in their peer culture in this classroom.
"The meanings of the rolled paper tubes were slipped off and on and off again—sabers-eels-sabers-eels—slipping between school compliance and their play goal through their posture, embodied actions, and sound effects. When the boys pretended the paper tubes were school-appropriate electric eels, they silently and slowly moved independently through the classroom holding the eels horizontally and swimming the eels through the air in graceful arcing waves. When they pivoted to banned swordplay, they turned toward each other, coordinating their fencing moves and sound effects by holding the tubes upright at a 45 degree angle, then slicing the air and knocking paper tubes together as they voiced the droning hum of light sabers.
On one hand, making or using pretend weapons ran counter to the discourses of caring community, peaceful conflict resolution, and developmentally appropriate practice in the school culture, the set of official rules, routines, and ways of interacting valued by the teacher and administration. To increase engagement with writing workshop, the teacher encouraged children to play and create props related to their interests. However she discouraged mock violence and weapon play. On the other hand, making light sabers and playing Star Wars themes and martial arts demonstrated belonging within this boys-only group." (Wohlwend, 2013, p. 113)
In this exercise, look in your home, community, or research site for artifacts that can act as pivots—objects that can signal multiple meanings and point to different places. These potential meanings need to be common knowledge so that they are quickly recognized by others—though not necessarily everyone. For example, adolescents seem highly skilled in resemiotizing artifacts to have powerful meanings among their peers while leaving adults clueless.
Considering your artifact, look for instances where users have changed its meanings, recognizing that meaning shifts happen in the moment and may leave few if any traces.
• How was this meaning shift accomplished?
• Which discourses support interpreting the artifact in one way or another?
• Do discourses regulate access to and use of the artifact?
• How are discourses converging in this place? How does the artifact fit in?
• What is the relationship among artifacts? Among discourses? Among users?
• Did constraint prompt the improvisation? Or something else?