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Obadia, Nicole

This paper explores the ways in which children make meaning through literacy experiences in their multimodal environments. It focuses on young children of kindergarten age. This paper summarizes recent research on multimodal pedagogy and explores the research of prominent researches in the field of emergent literacy (Marie Clay, Elizabeth Sulzby and Anne Dyson). The work of these researchers suggests that children draw from their social resources to make meaning of written language. Further, children's writing development involves talking, drawing and the use of a variety of sign symbols to convey meaning. The paper concludes with a kindergarten unit on "Garbage" that highlights multimodal learning experiences and the ways in which multimodal activities support children's writing development.

Text

University of British Columbia. LLED 590

Vancouver : University of British Columbia Library

10.14288/1.0078036

Education, Faculty of; Language and Literacy Education (LLED), Department of

Graduate

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