Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22477
Title: 
Authors: 
Keywords: 
Digital learning
Multimodal authoring
Multimodal compositions
Multiliteracies
Remix culture
Issue Date: 
2020
Citation: 
Lim, F. V., & Toh, W. (2020). Children’s digital multimodal composing: Implications for learning and teaching. Learning, Media and Technology. Advance online publication. https://doi.org/10.1080/17439884.2020.1823410
Abstract: 
This paper explores the implications of children’s out-of-school digital multimodal composing practices on learning and teaching in the formal educational context. It adopts a case study approach where publicly accessible YouTube video productions of three children around the world are examined. Applying a multimodal discourse analysis approach, we analyse the children’s videos and discuss what they suggest about the children’s literacies and skills. We argue that children’s digital multimodal composing practices demonstrate their creativity, critical thinking, and a semiotic awareness. Following the case studies, we discuss how the educators can respond to students’ out-of-school literacy activities by creating the ‘third space’ for learning in schools.
Description: 
This is the final draft, after peer-review, of a manuscript published in Learning, Media and Technology. The published version is available online at https://doi.org/10.1080/17439884.2020.1823410
URI: 
ISSN: 
1743-9884 (print)
1743-9892 (online)
Other Identifiers: 
10.1080/17439884.2020.1823410
Website: 
Appears in Collections:Journal Articles

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