ScholarWorks@숙명여자대학교

초록

This study aimed to investigate how children use multimodal literacies and investigate characteristics of multimodal literacies in children’s own representation. According to the research purpose, we collected 471 weekend story representations from 16 children aged 5 years for 1 year. The collected children’s weekend stories were qualitatively analyzed through constant comparison method. And the frequency was calculated for the characteristics of the expression of the multimodal literacies for each child. The results of this study were as follows. First, in the composition of the content such as people, events, and backgrounds children’s weekend story representation showed that writing and drawing play an independent role and have complementary relationships. Moreover, the content construction skills of children developed as time passed. Second, in terms of meaning construction the writing had more information than the drawing. Third, children used various types of multimodal literacies for effective content delivery. The findings showed that children were capable of being a multimodal meaning-maker and children’s representations should be understood as a whole based on the relevance of text and pictures. This meant that it is an effective start of respect for children’s individuality and multimodal literacies education in the field of childhood education and childcare.

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