Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2023-08-14 DOI:10.1177/07410883231186138

Aijuan Cun

引用次数: 0

Abstract

This article describes a qualitative study of how two ethnic Burmese families in the United States authored storybooks that included their children’s drawings and writings representing their families’ stories. The theoretical perspectives of storytelling and the social semiotics multimodal approach were utilized in this inquiry. The data included interviews, video recordings of the storybook-writing process, artifacts, and informal conversations. The data were collected when both families participated in the study together. The findings show that the children took the lead in authoring and composing their storybooks and carefully chose the topics for their drawings and writings and that the process was mediated through their mothers’ oral storytelling and conversations with siblings and friends. The findings suggest that schools and teachers need to incorporate multimodal storytelling into class activities and use storytelling to support children’s agency.

查看原文本刊更多论文

写故事书就是讲故事——以两个有难民背景的家庭为例

这篇文章描述了一项关于美国两个缅甸族家庭如何编写故事书的定性研究，其中包括他们孩子的绘画和代表他们家庭故事的作品。本研究运用了讲故事的理论视角和社会符号学的多模态方法。这些数据包括采访、故事书写作过程的视频记录、人工制品和非正式对话。这些数据是在两个家庭一起参与研究时收集的。研究结果表明，孩子们率先创作和撰写故事书，并仔细选择绘画和写作的主题，这一过程是通过母亲的口头故事以及与兄弟姐妹和朋友的对话来进行的。研究结果表明，学校和教师需要将多模式讲故事融入课堂活动，并利用讲故事来支持儿童的能动性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.