“那个故事提醒你要保持清醒”:对一年级学生混合体裁作品的多模态分析

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Stephanie F Reid, Lindsey Moses, Danielle Rylak
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引用次数: 0

摘要

本研究利用多模态的社会符号学理论和体裁作为社会符号学资源,对一名一年级学生的混合体裁非虚构多模态作文进行了研究。Regan是一位年轻的作家,她的作品在这篇文章中是有特色的,她是在学校的一个非虚构写作研讨会上创作了这篇复杂的文章,在那里她可以自由选择她的主题并做出设计决定。里根小学位于美国西南部。这种多模态分析考察了里根用来构建文本的视觉和语言符号学资源,并探索了她的符号学选择的意义潜力。研究结果显示了这篇一年级文本的语言方面是如何在一个总体的非小说文本结构中混合了信息、说服力和个人叙事类型的。在创作她的插图时,Regan将绘本小说的设计特征和视觉惯例重新混合在一起,提供个人叙述和有时幻想的叙事成分。图像也可以作为整体构图中的独立图像序列来操作。这项研究展示了这位年轻作家如何以有时不可预测的方式综合了丰富的体裁知识。它还强调了课程空间的必要性,学生主导的时间,以及扩大学生参与写作过程和他们希望表达的想法的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“That storrey reminse you to be cefl”: A multimodal analysis of a first-grader’s blended genre composition
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.
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来源期刊
Journal of Early Childhood Literacy
Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
12.50%
发文量
54
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.
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