Creating a Web of Multimodal Resources: Examining Meaning-Making during a Children's Book Project in a Multilingual Community
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| Title: | Creating a Web of Multimodal Resources: Examining Meaning-Making during a Children's Book Project in a Multilingual Community |
|---|---|
| Language: | English |
| Authors: | Robin Samuelsson (ORCID |
| Source: | Journal of Early Childhood Literacy. 2025 25(3):749-776. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Childrens Literature, Books, Diversity, Emergent Literacy, Multilingualism, Resources, Foreign Countries, Bilingualism, Preschool Children, Preschool Education, Language Usage, Literacy Education, Learning Activities, Swedish, Libraries, Reading Strategies |
| Geographic Terms: | Sweden (Stockholm) |
| DOI: | 10.1177/14687984231195179 |
| ISSN: | 1468-7984 1741-2919 |
| Abstract: | While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool's book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the book project. It is shown how multimodal resources emerge when supported by active pedagogical community engagement, and how resources underpinning early childhood literacy cross linguistic and modal boundaries. The paper uses a multimodal interaction analysis to show how the socioecological resources emerging during the project come together in multimodal interaction. Pedagogical potentials building on multimodal resources involving the wider ecology of actors in linguistically complex settings are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478830 |
| Database: | ERIC |
| Abstract: | While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool's book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the book project. It is shown how multimodal resources emerge when supported by active pedagogical community engagement, and how resources underpinning early childhood literacy cross linguistic and modal boundaries. The paper uses a multimodal interaction analysis to show how the socioecological resources emerging during the project come together in multimodal interaction. Pedagogical potentials building on multimodal resources involving the wider ecology of actors in linguistically complex settings are discussed. |
|---|---|
| ISSN: | 1468-7984 1741-2919 |
| DOI: | 10.1177/14687984231195179 |
