Centering Children's Voices and Purposes in Multimodality Research

Autor/inn/en	Low, David E.; Pandya, Jessica Z.
Titel	Centering Children's Voices and Purposes in Multimodality Research
Quelle	In: Journal of Literacy Research, 54 (2022) 3, S.322-345 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Low, David E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X221116862
Schlagwörter	Student Attitudes; Multiple Literacies; Multimedia Materials; Semiotics; Video Technology; Age Differences; Linguistic Theory; Metalinguistics; Emergent Literacy; Personal Autonomy; Audience Awareness; Elementary School Students; Intention; Decision Making; Aesthetics; Design + Suchen Sie Ihr Suchwort? Schülerverhalten; Semiotik; Age; Difference; Age difference; Altersunterschied; Linguistische Theorie; Metalanguage; Metasprache; Frühleseunterricht; Individuelle Autonomie; Decision-making; Entscheidungsfindung; Ästhetik
Abstract	The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01