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Brock Education: A Journal of Educational Research and Practice, v22 n1 p3-25 Fall 2012

Case illustrations of a six-year-old boy's adventures with a missing tooth are used in this paper to re-define a broader notion of authorship. Drawing on theories of social semiotics, New Literacy Studies (NLS), and critical positioning, this notion of authorship not only interweaves the boy's preferred modes of meaning-making and communication, but also considers his sociocultural environments. Findings suggest that each mode of meaning-making (linguistic, symbolic, musical, etc.) has its own semiotic potential (both affordances and limitations) and that all authorship needs to be framed critically, within social contexts, in order to better understand and facilitate young children's abilities to garner, interpret, design, and communicate ideas across a range of semiotic systems.

Descriptors: Authors, Childrens Literature, Childrens Writing, Semiotics, Self Expression, Learning Modalities, Literacy, After School Education, Interviews, Naturalistic Observation, Narration, Illustrations, Cartoons, Literature Appreciation, Literary Criticism, Kindergarten, Writing Skills

Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked[at]brocku.ca; Web site: http://brocked.ed.brocku.ca





Autor: Winters, Kari-Lynn

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=814&id=EJ1053851







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