Using multiliteracies as a lens to explore young children's engagement with multimodal texts
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Date
2019
Authors
Brock, C.
Harris, P.
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Woods, A.
Exley, B.
Exley, B.
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Book chapter
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Source details - Title: Literacies in Early Childhood: Foundations of Equity and Quality, 2019 / Woods, A., Exley, B. (ed./s), Ch.15, pp.1-20
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Abstract
Drawing on findings of a research study of literacy practices in Fiji, the authors explore how a multiliteracies conceptual framework can be adopted, in home and community contexts, to make sense of and work with the complexities of children learning with multimodal texts. In this chapter the authors frame this exploration using The New London Group’s (1996) four tenets of a multiliteracies perspective in practice: inquiry situated in learners’ life worlds;overt instruction that extends to new knowledge; critical framing of problems and issues addressing real audiences for real purposes; and transformational literacy practices. The authors also draw on Luke and Freebody’s (1990) four resources model to analyse children’s engagement with texts. A unique contribution of this work is the examination of the role of dialogic encounters in a program that has been created using a multiliteracies approach with children in their home and community settings.
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Copyright 2020 Annette Woods and Beryl Exley
Access Condition Notes: Accepted manuscript available after 1 July 2021