Moving across sign systems : learning to write in a multimodal classroom Beatty-Anderson, Andrea
This paper investigates the relationship between multimodalities and writing development. It explores the symbolic worlds of young children and analyzes how a child's variety of ways of representation can scaffold and enable writing development. When children are provided with opportunities to use other forms of representation and are encouraged to move from one mode to another, new meanings and perspectives are discovered and learning becomes deeper and more complex. Furthermore, the paper focuses on the impact of learning multi-modally in today's classroom. Students arrive at school with many ways of knowing. It is schools and educators that need to tap into these ways of knowing in order to connect with students' to support their writing development and enrich their way of learning.
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