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Flewitt, Rosie
(2011).
DOI: https://doi.org/10.1177/1468794111399838
URL: http://qrj.sagepub.com/content/11/3/293
Abstract
In this article I reflect on the insights that the well established traditions of ethnography can bring to the more recent analytic tools of multimodality in the investigation of early literacy practices. First, I consider the intersection between ethnography and multimodality, their compatibility and the tensions and ambivalences that arise from their potentially conflicting epistemological framings. Drawing on ESRC-funded case studies of three and four-year-old children’s experiences of literacy with printed and digital media,1 I then illustrate how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform socially and culturally sensitive theories of literacy as social practice (Street, 1984, 2008).
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About
- Item ORO ID
- 28920
- Item Type
- Journal Item
- ISSN
- 1741-3109
- Keywords
- early years; ethnography; multimodality; literacy; new technologies; social practice
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS) - Copyright Holders
- © 2011 The Author
- Depositing User
- Rosie Flewitt