Multimodal Literacy Narratives: Weaving the Threads of Young Children's Identity through the Arts

Autor/inn/en	Binder, Marni; Kotsopoulos, Sally
Titel	Multimodal Literacy Narratives: Weaving the Threads of Young Children's Identity through the Arts
Quelle	In: Journal of Research in Childhood Education, 25 (2011) 4, S.339-363 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2011.606762
Schlagwörter	Kindergarten; Personal Narratives; Poetry; Intermode Differences; Learning Modalities; Literacy; Young Children; Art Education; Early Childhood Education; Emergent Literacy; Visual Literacy; Multiple Literacies; Painting (Visual Arts); Identification; Discourse Analysis; Educational Environment; Multimedia Instruction; Aesthetic Education + Suchen Sie Ihr Suchwort? Erlebniserzählung; Lyrik; Poesie; Lernumgebung; Alphabetisierung; Schreib- und Lesefähigkeit; Frühe Kindheit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Malerei; Identifikation; Identifizierung; Diskursanalyse; Pädagogische Umwelt; Schulumwelt; Multimediales Lernen; Ästhetische Bildung
Abstract	The current study examines how children develop multimodal narratives through the construction of quilt squares and I Am poetry. Creating visual narratives through the use of personal artifacts lays the foundation for this artistic multiple literacy experience. The study focuses on the process and growth that a diverse group of kindergarten children underwent over the course of 9 weeks. How children reveal their identity texts through multimodal engagements reflects the significance of being able to understand, communicate, and think in alternative ways. Such opportunities offer children ways to represent the importance of being in the social world and document their personal narratives in nontraditional forms of literacy. The learning environment must engage children in experiences that empower them to make their thoughts public and to change how they think, view, and situate themselves in the world. (Contains 13 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10