“I Don’t Even Know Why This is a Monument”: Exploring Multimodal Making in Early Childhood

In this article, we offer insights into the literacy practices that supported students’ inquiry and critical media making about the role of monuments in our society. We learned that multimodal making with print‐based and digital tools provided an opportunity for the students to engage in critical hi...

Full description

Saved in:
Bibliographic Details
Published in:The Reading teacher 2021-07, Vol.75 (1), p.91-101
Main Authors: Price‐Dennis, Detra, Mapes, Noelle
Format: Article
Language:English
Subjects:
2‐Childhood
Critical literacy
Digital literacy
Digital/media literacies
Early Childhood Education
Historic Sites
History
Information Technology
Inquiry
Instructional strategies
Literacy
Media literacy
Multimedia Materials
Multimodality
Pedagogy
Qualitative
Reading instruction
Role
Students
Teaching Methods
teaching strategies
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this article, we offer insights into the literacy practices that supported students’ inquiry and critical media making about the role of monuments in our society. We learned that multimodal making with print‐based and digital tools provided an opportunity for the students to engage in critical historical analysis of the monuments in NYC. Specifically, this work revealed that 1) technologies functioned as tools for process and production; 2) students constructed monuments to honor collective action for humanity; and 3) students developed fluid and interconnected literacy practices.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.2029