Korean American Kindergarteners' Use of Multimodal Forms Across Different Genres: Scientific Reports and Rhetoric Posters
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The purpose of this study is to explore how young children use multimodal forms of literacy across two different genres: scientific reports and anti-bullying rhetoric posters. Multimodal forms of literacy indicate a varied repertoire of reading, writing, communicating and thinking actions, such as drawing, gesturing, and making models. Applying Bakhtins notion of genre as a certain range of rules to multimodal forms of literacy, we conducted a case study with five Korean American kindergarteners in the Midwestern United States. From analysis of their drawings and narratives, two themes emerged: First, the children used multimodal forms by referring to other multimodal forms that they experienced within particular genres Second, multimodal forms functioned as leverage for expressing their emotions, which strengthened their voices. Based on these findings, we suggest pedagogical implications for literacy education in early childhood teacher education. Multimodal forms of literacy can serve as effective alternative tools for children's expression and teachers' assessments.
Abstract
The purpose of this study is to explore how young children use multimodal forms of literacy across two different genres: scientific reports and anti-bullying rhetoric posters. Multimodal forms of literacy indicate a varied repertoire of reading, writing, communicating and thinking actions, such as drawing, gesturing, and making models. Applying Bakhtins notion of genre as a certain range of rules to multimodal forms of literacy, we conducted a case study with five Korean American kindergarteners in the Midwestern United States. From analysis of their drawings and narratives, two themes emerged: First, the children used multimodal forms by referring to other multimodal forms that they experienced within particular genres Second, multimodal forms functioned as leverage for expressing their emotions, which strengthened their voices. Based on these findings, we suggest pedagogical implications for literacy education in early childhood teacher education. Multimodal forms of literacy can serve as effective alternative tools for children's expression and teachers' assessments.
참고문헌 (23)
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