ABSTRACT

This paper explores the implications of children’s out-of-school digital multimodal composing practices on learning and teaching in the formal educational context. It adopts a case study approach where publicly accessible YouTube video productions of three children around the world are examined. Applying a multimodal discourse analysis approach, we analyse the children’s videos and discuss what they suggest about the children’s literacies and skills. We argue that children’s digital multimodal composing practices demonstrate their creativity, critical thinking, and a semiotic awareness. Following the case studies, we discuss how the educators can respond to students’ out-of-school literacy activities by creating the ‘third space’ for learning in schools.

摘要

本文探讨了正规教育背景下儿童的校外数字多模式写作实践对学与教的影响。它采用案例研究的方法，对世界各地三个孩子的YouTube公开制作的视频进行了检查。我们采用多模式话语分析方法，分析了孩子们的视频，并讨论了他们对孩子们的文化和技能的建议。我们认为，儿童的数字化多式联运实践证明了他们的创造力，批判性思维和符号意识。在案例研究之后，我们讨论了教育工作者如何通过创建在学校学习的“第三空间”来响应学生的校外扫盲活动。