Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles

Authors

Lori McKee, Western UniversityFollow
Rachel Heydon, Western University

Document Type

Article

Publication Date

2015

Journal

Journal of Early Childhood Literacy

Volume

15

Issue

2

First Page

227

Last Page

255

URL with Digital Object Identifier

https://doi.org/10.1177/1468798414533562

Abstract

This exploratory case study considered the opportunities for print literacy learning within multimodal ensembles that featured art, singing, and digital media within the context of an intergenerational program that brought together 13 kindergarten children (4 and 5 years) with 7 elder companions. Study questions concerned how reading and writing were practiced within multimodal ensembles and what learning opportunities were afforded the children while the participants worked through a chain of multimodal projects. Data were collected through ethnographic tools in the Rest Home where the projects were completed and in the children’s classroom where project content and tools were introduced and extended by the classroom teacher. Themes were identified through the juxtaposition of field texts in a multimodal analysis. Results indicate that the multimodality of the projects and the reciprocal intergenerational relationships forged in and through text-making afforded children opportunities to improvise and refine their print literacy practices as part of multimodal ensembles. The study is designed to contribute to the nascent, yet growing body of knowledge concerning print literacy practices and learning opportunities as conceptualized within multimodal literacy and intergenerational curricula.