NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1028419
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: N/A
Available Date: N/A
Multimodal Literacy Practices in the Indigenous Sámi Classroom: Children Navigating in a Complex Multilingual Setting
Pietikäinen, Sari; Pitkänen-Huhta, Anne
Journal of Language, Identity, and Education, v12 n4 p230-247 2013
This article explores multimodal literacy practices in a transforming multilingual context of an indigenous and endangered Sámi language classroom. Looking at literacy practices as embedded in a complex and shifting terrain of language ideologies, language norms, and individual experiences and attitudes, we examined how multilingual Sámi children navigate and appropriate meaning-making resources available for them while designing their own picture books. We adopted a discourse ethnographic approach to analyse these multimodal picture books and found three different but interrelated orientations to the making of the books, each organising and valuing multimodal resources in his or her own way. We conclude with a discussion of the value of repetition and creativity in multimodal literacy practices in a changing multilingual minority language context.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A
Author Affiliations: N/A