Beyond Words: Action and Animation in Young Children’s Reading, Writing, and Playing

Session Submission Type: Symposium

Abstract

The papers in this session examine young children’s uses of multimodality in action and animated meanings in three sets of literacy practices: in dramatic readings with books, in play animation of toy sets and enacted live action films, and in English Language Learners’ collaborative composing at the writing table. Paper 1 unpacks preschool writing events where foregrounded modes of image, action, and gesture built common ground between adults and preschool English Language Learners. Paper 2 explores the action meanings we may overlook when children enact their responses to picture books rather than talk or write them. Paper 3 examines how preschool children’s play and film-making uses modes of animation in action texts to produce collaborative and fluid meanings.

Sub Unit

• SIG-Language and Social Processes

Chair

• Guy Merchant, Sheffield Hallam University

Papers

• The Multimodal Construction of “Comprehensible Input”: Emergent Bilinguals’ Participation at the Preschool Writing Table - Deborah Rowe, Vanderbilt University

• Recognizing Meaning in Children’s Dramatized Responses to a Picture Book - Diane Mavers, Institute of Education - London

• Subverting School Writing Modes: Young Children’s Linguistic Playgrounds - Maria Paula Ghiso, Teachers College, Columbia University

• Animation and Action Texts in Children’s Play and Filmmaking - Karen E. Wohlwend, Indiana University - Bloomington

Discussant

• Marjorie Siegel, Teachers College, Columbia University