Meanings Made in Students’ Multimodal Digital Stories: Resources, Popular Culture, and Values
By: Helene Dahlström and Ulla Damber
References
- Adami, E., & Kress, G. (2010).
The social semiotics of convergent mobile devices: New forms of composition and the transformation of habitus . In G. Kress (Ed.), Multimodality: A social semiotic to contemporary communication (pp. 184–197). London, England: Routledge. - Bezemer, J., & Kress, G. (2016). Multimodality, learning and com-munication: A social semiotic frame. Oxford, England: Routledge. DOI: 10.4324/9781315687537
- Björkvall, A., & Engblom, C. (2010). Young children’s exploration of semiotic resources during unofficial computer activities in the classroom. Journal of Early Childhood Literacy, 10, 271–293. DOI: 10.1177/1468798410372159
- Blåsjö, M. (2010). Skrivteori och skrivforskning: En forskningsöversikt. Stockholm, Sweden: Institutionen för Nordiska Språk, Stockholm Universitet.
- Borgfeldt, E., & Lyngfelt, A. (2014).
Elevtexter som sociosemiotiska uttryck. En studie av elevrespons och sociosemiotisk positionering i årskurs 3 . In P. Andersson, P. Holmberg, A. Lyngfelt, A. Nordenstam, & O. Widhe (Eds.), Mångfaldens möjligheter. Litteratur- och språkdidaktik i Nor-den (pp. 131–153). Gothenburg, Sweden: Nationella Nätverket för Svenska med Didaktisk Inriktning. - Borgfeldt, E., & Lyngfelt, A. (2017). Jag ritade först sen skrev jag. Elevperspektiv på multimodal textproduktion i årskurs 3. Forskning om Undervisning och Lärande, 1(5), 64–88.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: 10.1191/1478088706qp063oa
- Bryman, A. (2011). Samhällsvetenskapliga metoder. Stockholm, Sweden: Liber.
- Cope, B., & Kalantzis, M. (2009). “Multiliteracies:” New literacies, new learning. Pedagogies, 4(3), 164–195. DOI: 10.1080/15544800903076044
- Dalton, B. (2014). Level up with multimodal composition in social studies. The Reading Teacher, 68(4), 296–302. Retrieved from
http://www.jstor.org/stable/24573868 . DOI: 10.1002/trtr.1319 - Danesi, M. (2015). Popular culture: Introductory perspectives (3rd ed.). Lanham, United Kingdom: Rowman & Littlefield.
- Danielsson, K., & Selander, S. (2014). Se texten! Multimodala texter i ämnesdidaktiskt arbete. Malmö, Sweden: Gleerups.
- Dunn, J., Niens, U., & McMillan, D. (2014). “Cos he’s my favourite character!” A children’s rights approach to the use of popular culture in teaching lit-eracy. Literacy, 48(1), 23–31. DOI: 10.1111/lit.12024
- Dyson, A. (1997). Writing superheroes: Contemporary childhood, popular culture and classroom literacy. London, England: Teachers College Press.
- Edwards-Groves, C. J. (2011). The multimodal writing process: Changing practices in contemporary classrooms. Language and Education, 25(1), 49–64. DOI: 10.1080/09500782.2010.523468
- Engblom, C. (2013).
Media literacy i klassrummet . In S. Bagga-Gupta, A. Evaldsson, C. Liberg, & R. Säljö (Eds.), Literacy-praktiker i och utanför skolan (pp. 65–85). Malmö, Sweden: Gleerups. - Engblom, C. (2016). Prefabricated images in young children’s text-making at school. Designs for Learning, 8(1), 37–47. DOI: 10.16993/dfl.70
- Greenwald, A., & Banaji, M. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4–27. DOI: 10.1037/0033-295X.102.1.4
- Grey, D. E. (2013). Doing research in the real world (3rd ed.). London, England: Sage.
- Hagood, M., Moon, J., & Alvermann, D. (2018). Popular culture in the classroom: Teaching and researching critical media literacy. Routledge.
- Insulander, E. (2019). Representations of migration, borders and memories in exhibitions: A mul-timodal text analysis. Museum & Society, 17(1), 117–132. DOI: 10.29311/mas.v17i1.2400
- Janks, H. (2010). Literacy and power. London, England: Routledge. DOI: 10.4324/9780203869956
- Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267. DOI: 10.3102/0091732X07310586
- Jewitt, C. (2009). Technology, literacy and learning: A multimodal approach. London, England: Routledge.
- Kalantzis, M., & Cope, B. (2012). Literacies. Port Melbourne, Australia: Cambridge University Press. DOI: 10.1017/CBO9781139196581
- Kissel, B. T. (2011). “That ain’t no Ninja Turtles:” The prevalence and in-fluence of popular culture in the talk and writing of prekindergarten children. NHSA Dialog, 14(1), 16–36. DOI: 10.1080/15240754.2010.542258
- Kress, G. (2003). Literacy in the new media age. London, England: Routledge. DOI: 10.4324/9780203299234
- Kress, G. (2009). Comments on Cope and Kalantzis. Pedagogies, 4(3), 205–212. DOI: 10.1080/15544800903076093
- Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London, England: Routledge. DOI: 10.4324/9780203970034
- Lankshear, C., & Knobel, M. (2008). New literacies: Everyday practices and classroom learning. British Journal of Educational Technology, 39(3), 562–563. DOI: 10.1111/j.1467-8535.2008.00855_5.x
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Los Angeles, CA: Sage.
- New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–93. DOI: 10.17763/haer.66.1.17370n67v22j160u
- Romme Lund, H. (2017). Det skal være den rigtige blå! Børn som multimodale producenter. Viden om Literacy, 21, 78–90.
- Ryan, J., Scott, A., & Walsh, M. (2010). Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers. Teachers and Teaching: Theory and Practice, 16(4), 477–489. DOI: 10.1080/13540601003754871
- Ryan, M., & Anstey, M. (2003). Identity and text: Developing self-conscious readers. Australian Journal of Language and Literacy, 26(1), 9–22.
- Schmidt, C. (2018). Barns läspraktiker i ett demokratiskt samhälle. Utbildning & Demokrati, 27(3), 77–99.
- Schmidt, C., & Wedin, Å. (2015).
Barbie, ninjakrigare och popstjärnor: Pop-ulärkulturella texter i läs-och skrivundervisningen . In B. Lundgren & U. Damber (Eds.), Critical literacy i svensk klassrumskontext. (51–68). Umeå, Sweden: Nordsvenska. - Skolverket. (2016). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011: Reviderad 2016 (3rd suppl. ed.). Stockholm, Sweden.
- Sofkova Hashemi, S. (2018).
“You’re meant to read the writing?” Young pupils negotiating meaning from digitally mediated multimodal texts . In C. Osbeck, Å. Ingerman, & S. Claesson (Eds.), Didactic classroom studies: A potential research direction (pp. 87–110). DOI: 10.21525/kriterium.14.e - Sparrman, A. (2002). Visuell kultur i barns vardagsliv: Bilder, medier och praktiker. Norsk Senter for Barneforskning, 3, 21–33.
- Statens Medieråd. (2017). Ungar & medier 2017: Demografi. Stockholm, Sweden: Kulturdepartementet.
- Svärdemo Åberg, E., & Åkerfedt, A. (2017). Design and recognition of multi-modal texts: Selection of digital tools and modes on the basis of social and material premises. Journal of Computers in Education, 4(3), 283–306. DOI: 10.1007/s40692-017-0088-3
- Vetenskapsrådet. (2017). God forskningssed. Stockholm, Sweden.
- Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language & Literacy, 33(3), 211–239. DOI: 10.1177/1468798411425672
- Williams, B. (2014). From screen to screen: Students’ use of popular culture genres in multimodal writing assignments. Computers and Composition, 34, 110–121. DOI: 10.1016/j.compcom.2014.10.001
- Öman, A. (2015). Orchestration in the laptop classroom—Interaction and meaning—Making with multimodal resources (Licentiate thesis). Gothenburg, Sweden: University of Gothenburg.
- Öman, A., & Sofkova Hashemi, S. (2015). Design and redesign of a multimodal classroom: Implications for teaching and learning. Journal of Information Technology Education Research, 14, 139–159. DOI: 10.28945/2127
DOI: https://doi.org/10.16993/dfl.145 | Journal eISSN: 2001-7480
Language: English
Page range: 45 - 55
Submitted on: May 28, 2019
Accepted on: Apr 14, 2020
Published on: May 8, 2020
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
Keywords:
© 2020 Helene Dahlström, Ulla Damber, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.