“We Need Sound Too!” Children and Teachers CreatingMultimodal Digital Stories Together

This paper contributes to the contemporary focus on literacy and digital stories in early childhood education and care (ECEC) institutions. When a group of young children create an animated story together, they might collaborate, both with their peers and with their teacher. By drawing on social semiotic multimodal perspectives as the theoretical framework, the purpose of this paper is to describe and explore how different modalities and narrative devices contribute to the development of an animated story created by six children (aged 4-5 years) and a teacher in collaboration. The study is a qualitative case study, focusing on contemporary events in a Norwegian kindergarten. The empirical material consists of video-recorded field observations of the process as well as the final product. Through an inductive exploration of the development of verbal narrative, three analytical strands are identified: i) verbal narrative in the final product, ii) multimodal narrative in the final product, and iii) narrative devices applied by the children during the process. The findings demonstrate the importance of including and considering the process, the product, narrative devices and all the modalities—in particular the kineikonic mode—when creating an animated story with young children. An implication of these findings is for ECE teachers and researchers to acknowledge and integrate all the various aspects that contribute to the final product when young children create animated stories.

show abstract

“…We need sound too!" (see Undheim, 2020). This can be seen as being in line with, for example, Kress (2010) and Tønnessen (2012).…”

Section: Girlsupporting

confidence: 83%

An animated story created by a group of young children

Undheim

Hoel

2021

Journal of Early Childhood Literacy

Self Cite

View full text Add to dashboard Cite

show abstract

“…Videoobservasjonene av den skapende teknologimedierte samarbeidsprosessen er analy sert induktivt som flere lag, inspirert av grounded theory og konstant sammenlig nings analyse (Glaser & Strauss, 1967;Leech & Onwuegbuzie, 2008), i NVivo (QSR International Pty Ltd., 2018. Først analyserte jeg de skapende prosessene (Undheim, 2020b), og deretter barnehagelaerernes pedagogiske strategier (Undheim & Jernes, 2020). Disse tidligere ana lysene ligger til grunn for analysen i denne artikkelen, men nå går jeg i dybden på begrepet mulighetstenkning, slik det er beskrevet av Craft (2011, s. 54)…”

Section: Analyseunclassified

“…Analysen av datamaterialet viser at den skapende teknologimedierte samarbeidsprosessen består av ikkedigitale aktiviteter, som å tegne og dikte historier (se tabell 2) og digitale aktiviteter, for eksempel å ta opp lyd (se tabell 4) (Undheim, 2020b). Ved å inkludere digi tal teknologi i prosessen, får deltakerne flere kombinasjonsmuligheter (Craft, 2011(Craft, , 2012Säljö, 2017Säljö, , 2019.…”

Section: Prosess -Synergi Av Ideerunclassified

Deltakelse, prosess og produkt: Kreativitet i en skapende teknologimediert samarbeidsprosess i barnehagen

Undheim

2022

nbf

Self Cite

View full text Add to dashboard Cite

I denne artikkelen utforsker jeg begrepet kreativitet i en skapende prosess med digital teknologi i barnehagen. Problemstillingen er: Hva kjennetegner en skapende teknologimediert samarbeidsprosess der en gruppe barnehagebarn (4-5-åringer) og en barnehagelaerer lager en digital bildebok sammen? Studien er en kvalitativ casestudie, og datamaterialet består av videoobservasjoner av prosessen og det ferdige produktet, en digital bildebok. Som teoretisk rammeverk for analysen bruker jeg begrepene mulighetstenkning av Anna Craft og distribuert kreativitet av Keith R. Sawyer. Analysen viser at den skapende teknologimedierte samarbeidsprosessen kjennetegnes av at barna og barnehagelaereren på ulike måter engasjerer seg i mulighetstenkning og sammen utforsker nye muligheter. Kreativiteten distribueres mellom deltakerne, aktivitetene og artefaktene, og prosessen kan karakteriseres som et eksempel på en kreativ teknologimediert samarbeidsprosess. Ved å ta utgangspunkt i egne tanker og ideer skaper barna og barnehagelaereren sammen en ny kulturressurs; de lager et produkt som er nytt, originalt og meningsfylt for dem. Analysen viser også at for å forstå helheten i barns kreative samarbeidsprosesser, er det viktig å inkludere både prosessen og produktet. Artikkelen bidrar med kunnskap om kreativ og skapende bruk av digital teknologi sammen med grupper av barnehagebarn, som er sentralt for både praksisfeltet og barnehagelaererutdanningen.

show abstract

“…Seven of the reviewed studies focus on digital technology used in creation processes (Fleer 2020;Hatzigianni et al 2020;Leinonen and Sintonen 2014;Pramling 2014, 2015;Undheim 2020;Undheim and Jernes 2020). In all these studies, the children are positioned as the creators of products that they can share with others; the children shift from being 'consumers' of digital technology to being 'producers'.…”

Section: Children As Creatorsmentioning

confidence: 99%

“…In one study, the technology provided the story-creation process with new possibilities, such as editing, photographing, recording sound, and creating animations (Undheim 2020). In another study, the technology seemed to limit the children in their digital story-making activities; much effort was directed at operating the technology and conventions of writing to perform the task given by the teacher (Skantz Åberg, Lantz-Andersson, and Pramling 2014).…”

Section: Children As Creatorsmentioning

confidence: 99%

Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

Undheim

2021

European Early Childhood Education Research Journal

Self Cite

View full text Add to dashboard Cite

The purpose of this literature review is to identify patterns and discuss key perspectives from empirical studies published during the last decade that explore how young children (birth to six years old) and teachers together engage with digital technologies in early childhood education and care institutions. An inductive thematic analysis results in five key perspectives: 1) digital play is real play; 2) disconnected contexts; 3) teachers' knowledge and beliefs; 4) learning with and from technology; and 5) children as creators. The findings demonstrate the importance of defining digital technology in a broad way. Further, several of the articles highlight teachers' reflections and judgements regarding how they can implement and embed digital technology into their pedagogical practice. Based on the findings, I suggest that a more explicit focus on digital technology be embedded into pedagogical practice in national ECEC curricula, as well as in national guidelines for EC teacher education.

show abstract

“We Need Sound Too!” Children and Teachers CreatingMultimodal Digital Stories Together

Cited by 11 publications

References 23 publications

An animated story created by a group of young children

An animated story created by a group of young children

Deltakelse, prosess og produkt: Kreativitet i en skapende teknologimediert samarbeidsprosess i barnehagen

Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

Contact Info

Product

Resources

About