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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 0000-0002-3636-4661), Lynn Downes (ORCID 0000-0002-4393-620X)
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
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  Data: Making Space for the Unexpected: Multimodal Texts and Serendipitous Writing in Early Years and Primary Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Deb+Brosseuk%22">Deb Brosseuk</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3636-4661">0000-0002-3636-4661</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lynn+Downes%22">Lynn Downes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4393-620X">0000-0002-4393-620X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2026 53(3).
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  Data: 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/
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  Data: 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.
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