ABSTRACT

This article draws on research with elementary preservice teachers (PSTs) in a children’s literature course focused on understanding and appreciating picturebooks as esthetic objects through multimodal analysis and multimodal response. PSTs received explicit instruction on picturebook and visual design elements then designed digital/multimodal responses to showcase their interpretations. We analyzed their responses using a multimodal framework to understand the intersection of form and content. Results showed PSTs constructed complex modal configurations to represent their interpretations and threaded visual themes and structures of these picturebooks into their compositions. This study suggests that instruction on reading multimodal texts can influence the depth and creativity of responses and holds potential for PSTs to carry it forward into their future classrooms.

摘要

本文借鉴了与初级职前教师 (PST) 在儿童文学课程中的研究，重点是通过多模态分析和多模态反应来理解和欣赏作为审美对象的图画书。PST 接受了关于图画书和视觉设计元素的明确指导，然后设计了数字/多模式响应来展示他们的解释。我们使用多模态框架分析了他们的回答，以了解形式和内容的交集。结果表明，PST 构建了复杂的模态配置来表示他们的解释，并将这些图画书的视觉主题和结构串联到他们的作品中。