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Meanings made in students’ multimodal digital stories: A multimodal text analysis of students´ representations
Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.ORCID-id: 0000-0002-9015-311X
2020 (Engelska)Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 12, nr 1Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of. Learning more about how students create multimodal texts and what students’ texts are about can extend the understanding of contemporary meaning making. This study examines 23 Swedish fifth-grade students’ multimodal digital stories in a school context. The aim of this research was to understand the meaning that the students made in their digital narratives and to describe how they made that meaning. This study’s multimodal textual analysis is based on the multiliteracies perspective. The results indicate that all of the students, to varying degrees, took advantage of the available digital and modal resources. Some students chose writing as their sole mode, but others used all of the available resources. Furthermore, the results revealed that students’ popular culture experiences influenced many of their texts, which can indicate that popular culture texts are used as resources for making meaning about the world.

Ort, förlag, år, upplaga, sidor
2020. Vol. 12, nr 1
Nyckelord [en]
digital resources, meaning-making, multiliteracies, multimodal design, popular culture, students’ text, values
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:miun:diva-38452DOI: 10.5334/dfl.145OAI: oai:DiVA.org:miun-38452DiVA, id: diva2:1394134
Anmärkning

As submitted this article was part of the doctoral dissertation of Helene Dahlström. 

Tillgänglig från: 2020-02-18 Skapad: 2020-02-18 Senast uppdaterad: 2020-05-11Bibliografiskt granskad
Ingår i avhandling
1. Förutsättningar för elevers textskapande: En studie om digitala resurser, multimodalitet och elevers handlingsmöjligheter
Öppna denna publikation i ny flik eller fönster >>Förutsättningar för elevers textskapande: En studie om digitala resurser, multimodalitet och elevers handlingsmöjligheter
2020 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Modern society is characterised by change. Humans’ ways of communicating have changed in many ways due to society’s social, linguistic, cultural and textual plurality. The digitalisation of society has contributed considerably to the changed conditions for communication and representation that have emerged. Given these new conditions, it is crucial to increase the body of knowledge about how digital resources shape possibilities for students’ participation in text activities in school. The purpose of this thesis was to increase the understanding about the role of digital resources for middle school students' meaning-making as they create text in school. The theoretical point of departures includes multimodal social semiotics and multiliteracies. The participants included 111 Swedish middle school students. A multiple methods design was used in this thesis and included multimodal text analysis, interviews, a survey and multimodal analysis of video observations. Four studies were conducted. Overall, the results of the thesis indicated that the use of digital resources enabled students to create texts on more equal terms an dactively participate in writing activities. When designing texts with access to multiple modes, students used digital resources and various modes in diverse ways. Some students chose to use only writing, whereas others utilised the whole range of available resources. Students appeared to choose modes based on previous experiences and modal preferences. The availability of multiple modes during the digital text design process could mean that some students’ text design experiences in the home environment were recognised in the school context. For a few students, the allowances offered by digital and modal resources enabled them to actually create stories, which was rather difficult when using the mode of writing alone. An analysis of the content of students’ texts indicated that many students were influenced by the popular culture texts that they engaged with in informal settings. The pedagogical implications for literacy practices include and recognising students’ experiences from engaging with texts in informal settings, whether popular or not, in the classroom environment to connect students’ life and classroom experiences. This form of education is built on plurality and students’ resources.

Ort, förlag, år, upplaga, sidor
Sundsvall: Mid Sweden University, 2020. s. 111
Serie
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 316
Nyckelord
Agency, digital resources, literacy, multimodality, text making
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:miun:diva-38444 (URN)978-91-88947-41-3 (ISBN)
Disputation
2020-03-20, E409, Sundsvall, 10:00 (Svenska)
Opponent
Handledare
Anmärkning

Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 3 (inskickat), delarbete 4 (inskickat).

At the time of the doctoral defence the following papers were unpublished: paper 3 (submitted), paper 4 (submitted).

Tillgänglig från: 2020-02-19 Skapad: 2020-02-19 Senast uppdaterad: 2020-02-19Bibliografiskt granskad

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Dahlström, HeleneDamber, Ulla
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Designs for Learning
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