TY  - GEN
TY  - GEN
T1  - Supporting young learners through a multimodal digital storytelling activity
JF  - Journal of Early Childhood Education Research
VO  - 9
IS  - 1
SP  - 76
OP  - 98
A1  - Eisazadeh, Nazila, kirjoittaja
A1  - Rajendram, Shakina, kirjoittaja
LA  - eng
YR  - 2020
UL  - https://kansalliskirjasto.finna.fi/Record/arto.016777846
AB  - This paper presents the results of a small-scale qualitative case study that explored a tutor's role in supporting young learners through a digital storytelling (DS) activity through Microsoft PowerPoint. The two children who participated in this study were in grade one and attended private schools in Canada. Participatory observations, field notes, interviews, the children's narratives, and observational narratives were the primary sources of data. The children carried out a DS activity during three separate sessions for each child that involved planning the story, enacting the story, creating and editing a storyboard with cameras and computers, and lastly, celebrating the stories they produced with their family members. We found that the tutor played an important role in making the activity purposeful, authentic, and passion-led (Anderson, 2016). We also found that the tutor helped the children represent and understand meaning through an integration of modes, supported their use of technology, engaged their interest throughout the activity, and encouraged self-reflection on their narrative writing skills. Our findings point to the need for future research on how digital storytelling activities can be carried out in mainstream classroom settings, where teachers can schedule one-on-one conference sessions to support children as they become multimodal composer.
KW  - multimodaalisuus
KW  - kirjoittaminen
KW  - kertomukset
KW  - kerronta
KW  - monilukutaito
KW  - digitaalitekniikka
KW  - tutorit
KW  - multimodalitet
KW  - skrivande
KW  - berättelser
KW  - berättande
KW  - multilitteracitet
KW  - digitalteknik
KW  - tutorer
ER  -