'I'm making it different to the book' : Transmediation in young children's multimodal and digital texts

Journal article

Mills, Kathy. (2011). 'I'm making it different to the book' : Transmediation in young children's multimodal and digital texts. Australian Journal of Early Childhood. 36(3), pp. 56-65. https://doi.org/10.1177/183693911103600308
AuthorsMills, Kathy
Abstract

Young children shift meanings across multiple modes long before they have mastered formal writing skills. In a digital age, children are socialised into a wide range of new digital media conventions in the home, at school, and in communitybased settings. This article draws on longitudinal classroom research with a culturally diverse cohort of eight-year-old children, to advance new understandings about children's engagement in transmediation in the context of digital media creation. The author illuminates three key principles of transmediation, using multimodalsnapshots of storyboard images, digital movie frames, and online comics. Insights about transmediation are developed through dialogue with the children about their thought processes and intentions for their multimedia creations.

Keywordsliteracy; student; multimodal texts
Year2011
JournalAustralian Journal of Early Childhood
Journal citation36 (3), pp. 56-65
PublisherAustralian Literacy Educators' Association
ISSN0312-5033
Digital Object Identifier (DOI)https://doi.org/10.1177/183693911103600308
Scopus EID2-s2.0-84878358910
Open accessPublished as green open access
Page range56-65
FunderAustralian Research Council (ARC)
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Author's accepted manuscript
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All rights reserved
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Open
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File Access Level
Controlled
Output statusPublished
Publication dates
Online01 Sep 2011
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP0990289
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Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.