Supporting Multimodal Literacies in Early Learning Settings: A Case Study of Two Child Care Centres in Alberta

In early learning settings, multiple modes of communication are used to help young children convey meaning. These modes, or multimodal literacies, include signs, images, gestures, sounds, speech, movements, and actions. In this doctoral research, I explored how early learning and childcare educators support multimodal literacies in young children. Using a multiple case study, I utilized video walk-throughs of eight different educator playrooms, interviews with early childhood educators, and pedagogical documentation collected from educators to further my understanding of how multimodal literacies are supported in early childhood settings. The findings of this study revealed that educators conceptualize multimodal literacies differently; however, they include agency, embodiments, intentionality, and play as key aspects of children’s multimodal literacies. Conceptualization and understanding of the multiliteracies pedagogy are also examined. The findings also showed that educators of young children use multiple strategies to support multimodal literacies including pedagogical documentation, responsive environments and a co-inquiry model of noticing, naming, and nurturing. Lastly, my findings reveal that educator participation and finding a balance between supporting play and ideas and following children’s lead in play is critical in supporting multimodal literacies.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Education Graduate Program – Educational Research

Grantor dc:publisher.institution

Werklund School of Education

Year dc:date.issued

2022

Author dc:creator

• Fischer, Rhonda

Advisor dc:contributor.advisor

• Lenters, Kimberly Ann

Committee members dc:contributor.committeemember

• Roessingh, Hetty
• Takeuchi, Miwa

• Multimodal Literacies
• Language and Literacy

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/39866

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/114796