A child-centred approach to multimodal text composition in the early years

Trimble-Roles, Rebecca and Barton, Georgina (2018) A child-centred approach to multimodal text composition in the early years. Practical Literacy: the Early and Primary Years, 23 (3). pp. 39-43. ISSN 2204-3667

Abstract

The purpose of this paper is to share the outcomes from a small research project that was funded through the Australian Literacy Educators’ Association’s (ALEA) research grant. The ALEA research grants aim to support teachers in their work in literacy education alongside an academic partner. Having been successful in receiving the grant we therefore decided to conduct this project with early years boys by investigating their prior knowledge of visual literacy as well as supporting them further to create multimodal texts.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Authors of articles published in our journals retain the right to self-archive the final draft of their articles in their institution’s e-repository. ALEA does not give permission to archive copy-edited published versions of articles published in our journals.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 25 Jan 2019 03:43
Last Modified: 06 Feb 2019 23:41
Uncontrolled Keywords: multimodal text composition
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/33679

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