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

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dc.contributor.advisorLenters, Kimberly Ann
dc.contributor.authorFischer, Rhonda
dc.contributor.committeememberRoessingh, Hetty
dc.contributor.committeememberTakeuchi, Miwa
dc.date2022-11
dc.date.accessioned2022-07-05T16:40:57Z
dc.date.available2022-07-05T16:40:57Z
dc.date.issued2022-06
dc.description.abstractIn 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.en_US
dc.identifier.citationFischer, R. (2022). Supporting multimodal literacies in early learning settings: a case study of two child care centres in Alberta (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39866
dc.identifier.urihttp://hdl.handle.net/1880/114796
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity 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.en_US
dc.subjectMultimodal Literaciesen_US
dc.subjectLanguage and Literacyen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Early Childhooden_US
dc.titleSupporting Multimodal Literacies in Early Learning Settings: A Case Study of Two Child Care Centres in Albertaen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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