Authored Assemblages in a Digital World: Illustrations of a Child’s Online Social, Critical and Semiotic Meaning-Making

Item

Title

Authored Assemblages in a Digital World: Illustrations of a Child’s Online Social, Critical and Semiotic Meaning-Making

Abstract/Description

Drawing on case illustrations of a six-year-old child as he ‘assembles’ a digital world using Webkinz™, this paper proposes an approach that researchers and educators might use to understand, analyse and critique multimodality. This multidisciplinary theoretical framework integrates new literacies, social semiotics and critical literacy perspectives. Data were collected during a broader three-week case study via a side-shadowing interview technique (McClay and Mackey, 2009), where the first author sat next to the child, making detailed research notes, interviewing him and taking screenshots of his digital productions. The findings suggest that authorship is rarely linear as authors continually remix, layer, embed and inter-animate semiotic resources as they assemble their sociocultural worlds and critical positions within these worlds.

Author/creator

Winters, Kari-Lynn

Vratulis, Vetta

Date

2013

In publication

Journal of Early Childhood Literacy

Volume

13

Issue

4

Pages

529-554

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

1468-7984

DOI

10.1177/1468798412438752

URL

Official Publisher's Webpage (SAGE Journals)

Citation

Winters, K.-L., & Vratulis, V. (2013). Authored Assemblages in a Digital World: Illustrations of a Child’s Online Social, Critical and Semiotic Meaning-Making. Journal of Early Childhood Literacy, 13(4), 529–554. https://doi.org/10.1177/1468798412438752

Cited in

Equity and Improvement: Engaging Communities in Educational Research

Item sets

OB Citations - Equity and Improvement: Engaging Communities in Educational Research

• Email