Cristin-resultat-ID: 1683625
Sist endret: 18. oktober 2019, 19:41
Resultat
Vitenskapelig foredrag
2019

Children’s Collaborative Multimodal Digital Stories

Bidragsytere:
  • Marianne Undheim og
  • Trude Hoel

Presentasjon

Navn på arrangementet: Reconceptualising Early Childhood Literacies: An International Conference
Sted: Manchester
Dato fra: 7. mars 2019
Dato til: 8. mars 2019

Arrangør:

Arrangørnavn: DigiLitEY

Om resultatet

Vitenskapelig foredrag
Publiseringsår: 2019

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag

Emneord

Medvirkning • Fortelling • Samarbeid • Digitale verktøy i barnehagen

Beskrivelse Beskrivelse

Tittel

Children’s Collaborative Multimodal Digital Stories

Sammendrag

When groups of young children (4-6 years old) are designing multimodal digital stories together, they are collaborating, both with their peers and with their teacher. Still, we know little about how the story evolves through such collaborative design processes, and what actually contributes to the development of a common digital story. The focus in this paper is to explore how groups of children and a teacher collaborate and design multimodal digital stories, with a special focus on the narrative development during the process. The research question is: “What contributes to develop the story when a group of children and a teacher collaborate and design a multimodal digital story together?” Literature reviews have revealed some previous research where young children are designing multimodal digital stories based on inspiration from fairy tales, music, visual art or media (Bratitsis et al., 2013; Fleer, 2014, 2017; Hesterman, 2011; Leinonen & Sintonen, 2014; Letnes, 2014). In most of these studies, each child is making his/her own story, individually or in pairs, thus there is a need for more research on children designing multimodal digital stories in groups, which is a preferred form of work in many kindergartens. In order to explore the collaboration processes and reveal key contributors to the multimodal digital story, this study draws on narrative theory (Bruner, 2003) and multimodal communication theory (Kress & Selander, 2012) as the theoretical framework. The research’s methodology is qualitative, with a two-case study and narrative research approach, focusing on contemporary events. In each case a group of six children collaborate and design a multimodal digital story together with their teacher, based on inspiration from dialogue based reading of a picture book-app. The data material consists of field-observations and interviews with both teachers and children. Trust, loyalty and confidentiality have been essential in the interaction between the researcher and participants, and has been taken into account and reflected upon through the entire process. The development of the narrative during the design process, from the first inspiration to the finished product, is the focus of the analysis. Preliminary findings indicate that children’s motivation, group interaction, and children’s and teachers’ experience with digital technology, are important contributors to the development of the story. The research findings will be a contribution to knowledge about creative and collaborative use of digital technology with young children.

Bidragsytere

Marianne Larsen Undheim

Bidragsyterens navn vises på dette resultatet som Marianne Undheim
  • Tilknyttet:
    Forfatter
    ved Institutt for barnehagelærerutdanning ved Universitetet i Stavanger

Trude Hoel

  • Tilknyttet:
    Forfatter
    ved Nasjonalt senter for leseopplæring og leseforsking ved Universitetet i Stavanger
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