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Multimodal Literacy: Journey Through the Collaborative Transmediation of Wordless Picturebooks.

机译：多模式扫盲：无字绘本的协作中介之旅。

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摘要

With a shift towards 21st century literacy practices and a greater variety of literature, the mere definitions of literacy and text are shifting. The focus on traditional text that heavily relies on words and supporting pictures to convey meaning has changed to text of multiple modes. Teachers are now charged with fostering new skills in students in order to help them engage with these texts effectively and to allow them to make meaning of the multimodal texts that surround them (Siegel, 2006).;In this qualitative case study, the primary investigator assumed a dual role as the classroom teacher and researcher in order to examine the meaning-making process and find trends in students' learning, particularly in the context of a social constructivist learning environment. The study examined a group of ten first graders in an independent school setting as they explored and constructed meaning of the wordless picturebook, Trainstop, by Barbara Lehman. This genre offered an opportunity to examine meaning-making without the constraints of decoding and interpreting written text (Serafini, 2014). Students were asked to collaboratively read the book and transmediate their meanings by creating a digital book with the iPad application, Book Creator. This afforded them a means to create collaborative versions of this story on a multimodal platform.;Data collection included video recordings of student exchanges through the processes of reading, rereading, and then creating their meaning in the form of their digital book. Video transcriptions, researcher's notes and reflections, as well as the final digital books were examined for paths of meaning-making and collaborative exchanges. The findings show how each pair approached the text differently, assumed distinctive roles, and used a blend of modes in order to make meaning of the wordless picturebook. Students collaborated to navigate, interpret, interrogate, and design their stories (Serafini, 2012), but this process also highlighted how the collaborative environment provided a means to discover performative meaning in their stories. As they blended their transactions to create a collaborative poem, these modes of reading translated into modes of creating without losing this performative nature.
机译：随着向21世纪扫盲实践的转变和文学种类的增多，对扫盲和文本的单纯定义也在发生变化。对传统文本的关注主要依赖于单词和辅助图片来传达含义，现已转变为多种模式的文本。现在，教师要负责培养学生的新技能，以帮助他们有效地学习这些课本，并让他们对周围的多模式课本有所了解（Siegel，2006年）。在此定性案例研究中，主要研究者为了研究意义的形成过程并发现学生学习的趋势，特别是在社会建构主义学习环境的背景下，他扮演了课堂老师和研究者的双重角色。这项研究在一个独立的学校环境中检查了一组十个一年级学生，他们探索和构造了芭芭拉·莱曼（Barbara Lehman）的无言图画书《火车停》的含义。这种体裁提供了一个机会，可以在没有解码和解释书面文本的限制的情况下检查意义的形成（Serafini，2014）。通过使用iPad应用程序Book Creator创建数字图书，要求学生共同阅读本书并传达其含义。这为他们提供了一种在多模式平台上创建该故事的协作版本的方法。数据收集包括通过阅读，重读然后以数字书的形式创建其含义的学生交流的视频记录。检查了视频转录，研究人员的笔记和思考，以及最终的数字书籍，以寻找含义和进行协作交流的途径。研究结果表明，每对夫妇如何以不同的方式对待文本，扮演独特的角色并混合使用各种模式，以使无文字图画书的意义得以体现。学生们协作导航，解释，审讯和设计他们的故事（Serafini，2012年），但这一过程也突显了协作环境如何为发现故事中的表演意义提供了一种手段。当他们融合交易以创作一首合作诗时，这些阅读模式转化为创造模式，而又不会失去这种表演性。

著录项

  • 作者

    Thomson, Catherine Todd.;

  • 作者单位

    Old Dominion University.;

  • 授予单位 Old Dominion University.;
  • 学科 Reading instruction.;Elementary education.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 228 p.
  • 总页数 228
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 古生物学;
  • 关键词

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