The COVID-19 crisis has highlighted elderly people as a vulnerable and excluded community, and connecting to the younger social media generation requires a shift in intergenerational storytelling performance. Recent research on multimodality has emphasized its benefits for the interactional process in storytelling. This study examines three aspects of storytelling – participation, multimodality, and emotional interaction – and uses co-creation and multimodal discourse analysis to investigate two questions: (1) To what extent can intergenerational storytelling benefit older people’s community engagement? (2) In a globalized world, how do children’s relationships with modalities create new lifelong learning opportunities for elders? Qualitative data were collected from pre- and post-session discussions from six storytelling sessions, video recordings made by the participants, and multimodal artwork created by the children after each session. The results reveal (1) that older participants had to adapt their multimodal storytelling, (2) that children preferred co-participatory multimodal storytelling, and (3) that co-participatory multimodal intergenerational storytelling benefits preschool and elders’ well-being.

COVID-19危机凸显了老年人是一个脆弱且被排斥的社区，要想与年轻的社交媒体产生联系，就需要改变代际叙事的表现。最近关于多模式的研究强调了它对于讲故事中的交互过程的好处。这项研究考察了讲故事的三个方面–参与，多模态和情感互动–并使用共同创造和多模态话语分析研究了两个问题：（1）代际讲故事在多大程度上可以使老年人的社区参与度受益？（2）在全球化的世界中，儿童与方式的关系如何为长者创造新的终身学习机会？定性数据收集自以下六个阶段的讲课会前和会后讨论，参与者录制的视频记录以及每堂课后孩子创造的多式联运艺术品。结果显示（1）年龄较大的参与者必须适应他们的多模式讲故事，（2）儿童更喜欢参与式多模式讲故事，以及（3）参与式多模式代际讲故事有益于学龄前儿童和老年人的福祉。