Making Space for the Unexpected: Multimodal Texts and Serendipitous Writing in Early Years and Primary Classrooms
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| Title: | Making Space for the Unexpected: Multimodal Texts and Serendipitous Writing in Early Years and Primary Classrooms |
|---|---|
| Language: | English |
| Authors: | Deb Brosseuk (ORCID |
| Source: | Australian Educational Researcher. 2026 53(3). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education |
| Descriptors: | Foreign Countries, Multimedia Materials, Writing Instruction, Early Childhood Education, Elementary Education, Writing (Composition), Instructional Effectiveness, Writing Skills, Skill Development, Incidental Learning, Creativity |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s13384-026-00962-5 |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | Amid concerns about declining engagement in writing and a persistent focus on skills-based instruction, this study explores how multimodal texts can support both curriculum-aligned and serendipitous writing experiences in early years and primary classrooms. Drawing on a qualitative case study design, semi-structured interviews were conducted with eight early years and primary teachers across diverse geographical contexts in Queensland, Australia. Findings reveal that while multimodal texts were effective in supporting the teaching of writing knowledge and skills aligned with curriculum outcomes, the most powerful learning occurred when teachers created space for unexpected, child-initiated writing. These unexpected learning opportunities often led to rich, cross-curricular engagement and creative expression. In a policy climate shaped by standardised testing, this study underscores the importance of making pedagogical space for the unexpected, preserving opportunities for spontaneity, creativity, and child-led agency. It affirms the potential of multimodal texts, when combined with responsive teaching, to reframe writing instruction, positioning children not only as learners, but as confident, engaged writers who enjoy writing. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1512330 |
| Database: | ERIC |
| Abstract: | Amid concerns about declining engagement in writing and a persistent focus on skills-based instruction, this study explores how multimodal texts can support both curriculum-aligned and serendipitous writing experiences in early years and primary classrooms. Drawing on a qualitative case study design, semi-structured interviews were conducted with eight early years and primary teachers across diverse geographical contexts in Queensland, Australia. Findings reveal that while multimodal texts were effective in supporting the teaching of writing knowledge and skills aligned with curriculum outcomes, the most powerful learning occurred when teachers created space for unexpected, child-initiated writing. These unexpected learning opportunities often led to rich, cross-curricular engagement and creative expression. In a policy climate shaped by standardised testing, this study underscores the importance of making pedagogical space for the unexpected, preserving opportunities for spontaneity, creativity, and child-led agency. It affirms the potential of multimodal texts, when combined with responsive teaching, to reframe writing instruction, positioning children not only as learners, but as confident, engaged writers who enjoy writing. |
|---|---|
| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-026-00962-5 |
