{"title":"“That storrey reminse you to be cefl”: A multimodal analysis of a first-grader’s blended genre composition","authors":"Stephanie F Reid, Lindsey Moses, Danielle Rylak","doi":"10.1177/14687984251337368","DOIUrl":null,"url":null,"abstract":"This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary school is located in the southwestern United States. This multimodal analysis examined the visual and verbal semiotic resources that Regan used to construct her text and explored the meaning potentials of her semiotic choices. Findings show how the linguistic aspects of this first-grade text blended informational, persuasive, and personal narrative genres within an overarching nonfiction text structure. When creating her illustrations, Regan remixed design features and visual conventions from picturebook fiction to offer personal recount and sometimes fantastical narrative components. The images could also operate as a stand-alone image sequence within the overall composition. This study shows how this young author synthesized rich genre knowledge in sometimes unpredictable ways. It also highlights the necessity of curricular space, student-directed time, and opportunities to expand student engagement with the writing process and the ideas they wish to express.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Literacy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14687984251337368","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary school is located in the southwestern United States. This multimodal analysis examined the visual and verbal semiotic resources that Regan used to construct her text and explored the meaning potentials of her semiotic choices. Findings show how the linguistic aspects of this first-grade text blended informational, persuasive, and personal narrative genres within an overarching nonfiction text structure. When creating her illustrations, Regan remixed design features and visual conventions from picturebook fiction to offer personal recount and sometimes fantastical narrative components. The images could also operate as a stand-alone image sequence within the overall composition. This study shows how this young author synthesized rich genre knowledge in sometimes unpredictable ways. It also highlights the necessity of curricular space, student-directed time, and opportunities to expand student engagement with the writing process and the ideas they wish to express.
期刊介绍:
Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.